Exploring Artificial Intelligence

Overview

Duration: 60 minutes
Class Size: 2 students
Age Group: Key Stage 3 (ages 11-14)
Unit: Navigating AI Safely (Lesson 1 of 4)
Subject: PSHE
Focus: Introduction to Artificial Intelligence: Understanding the Basics

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Learning Objectives

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

• Define Artificial Intelligence (AI) in simple terms.
• Identify everyday examples of AI in technology they interact with.
• Differentiate between AI and human intelligence.
• Begin to consider the implications of AI in their daily lives.

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Curriculum Links

PSHE Association Programme of Study (Key Stage 3):

• Health and Wellbeing: Understanding how digital technology can impact emotional and social wellbeing.
• Living in the Wider World: Recognising the role and influence of technology, including AI, in society.

Computing Programmes of Study (Key Stage 3):

• Understand and apply fundamental principles and concepts of computer science, including AI and data representation.

British Values & SMSC Development:

• Encouraging critical thinking and awareness of technological advances.
• Promoting responsible use of digital systems.

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Resources Needed

• Whiteboard and markers
• A laptop or tablet with internet access (for teacher use only)
• Printed AI Scenario Cards (examples of AI in daily life)
• Venn Diagram handouts for comparing AI and human intelligence
• Large paper and coloured pens for mind-mapping
• Short, age-appropriate video explaining AI basics (prepared by teacher, downloadable for offline use, no links shared)

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Lesson Structure

1. Engage & Stimulate Curiosity (10 minutes)

Activity: Think-Pair-Share

• Teacher asks, “Have you ever talked to a robot or played a game with a computer opponent? What do you think AI means?”
• Students think individually for 1 minute, then discuss their ideas with each other.
• Share with teacher, who records keywords on the whiteboard to build collective understanding.

Rationale: Activates prior knowledge and encourages student voice, aligning with constructivist approaches prevalent in UK education.

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2. Explain AI Basics (15 minutes)

Teacher-Led Presentation:

• Definition of AI: Artificial Intelligence refers to computer systems designed to perform tasks normally requiring human intelligence (e.g., understanding language, problem-solving).
• Show examples of AI in everyday life: voice assistants (e.g., Alexa, Siri), recommendation systems (YouTube, Netflix), smart games, language translation apps.
• Short video segment to reinforce concepts visually (no technical jargon).
• Use real objects/situations where possible to ground AI in students’ experiences.

UK pedagogy note: Use accessible language and scaffolding to meet diverse learner needs per school’s inclusive practices.

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3. Explore: AI vs Human Intelligence (15 minutes)

Activity: Venn Diagram Comparison

• Distribute handouts with two circles labelled ‘AI Intelligence’ and ‘Human Intelligence.’
• Students brainstorm individually the attributes of each (e.g., AI can process vast data quickly; humans have emotions).
• Then work together to identify overlaps (e.g., both can learn from experience).
• Discuss findings with the teacher facilitating to clarify misunderstandings.

Cross-curricular link: This supports literacy and critical thinking skills encouraged in PSHE and Computing frameworks.

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4. Apply: AI Scenario Cards (15 minutes)

Activity: Real-World AI Detection

• Present students with printed cards featuring short scenarios describing common technology usage (e.g., a smartphone camera that auto-adjusts settings, online chatbot answering questions).
• Students classify each scenario as ‘AI at work’ or ‘Not AI.’
• Discuss why and how AI is integrated in these cases and implications for daily life and safety.

Differentiation: Cards vary in complexity; teacher provides guided questioning for students needing additional support.

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5. Reflect & Review (5 minutes)

Plenary: Exit Ticket

• Ask each student to write one new thing they learned about AI and one question they still have.
• Share aloud if comfortable or hand in to the teacher.
• Teacher notes common themes for next lesson planning.

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Assessment

• Informal formative assessment through observation of discussions, answers in Scenario Card activity, and Venn diagram content.
• Exit tickets assess understanding and curiosity, guiding personalised support for future lessons.

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Extension/Home Learning Suggestion

• Encourage students to track and list AI tools or applications they encounter before the next lesson, noting how they use them and any questions or concerns.

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Inclusion & Differentiation

• Small group size allows high teacher-student interaction tailoring explanations and support as needed.
• Visual aids, hands-on activities, and verbal discussions engage multiple learning styles.
• Sensitive to differences in prior technology experience and provides scaffolds (e.g., printed glossaries of AI terms if useful).

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Final Notes for Teaching Staff

This lesson aims to demystify AI and build a foundation for safe, critical engagement with technology—a key contemporary PSHE skill. By anchoring learning in real-life, familiar examples and guided inquiry, students develop both knowledge and positive attitudes towards AI’s role in society. The collaborative and reflective components foster both metacognition and social interaction, crucial at KS3.

Prior knowledge of computing is not required—this is a PSHE-focused introduction integrating cross-curricular themes with an emphasis on digital wellbeing and responsible use.

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End of Lesson Plan