Get a printable PDF of the lesson plan here.
Grade Level: 6th – 12th Grade
Time: 50 minutes
Overview
This lesson teaches students how AI responds to different types of prompts and how they can use prompt engineering to get accurate, well-structured information.
Learning Objectives
Students will be able to:
- Have a basic understanding of prompt engineering and the significance of specificity.
- Practice structuring AI prompts using the R.A.P.S. (Role, Audience, Purpose, Specifics) method.
- Analyze AI-generated responses for accuracy, bias and credibility.
- Develop at least one strategy for verifying AI-generated information.
Before You Watch
As a class, discuss the following questions:
- What do you do when you use a generative AI tool and don’t get the result you want? (Answer – Refine the prompt)
- How might asking specific questions improve the output? (Answer – More details can yield a more ideal output)
- Why should you always verify what a generative AI tool created? (Answer – Hallucinations and misinformation can occur)
While You Watch
Display these guiding questions while viewing the “Finding Facts with Generative AI Search” video and have students answer on a sheet of paper along the way.
- What are the four parts of an effective AI prompt using the R.A.P.S. method? (Answer – Role, Audience, Purpose, Specifics)
- Why should you always ask AI for sources when gathering information? (Answer – AI could provide inaccurate information.)
- What is an AI hallucination, and how can you recognize one? (Answer – When AI outputs a result that might sound believable/true, but it is not.)
- Why is it important to fact-check generative-AI responses before using them? (Answer – It could be wrong.)
After You Watch
Review the answers to the questions above and discuss your school’s AI usage guidelines.
For example, discuss:
- When students are able to use AI tools and under what circumstances..
- When are they not allowed, under any circumstances.
Exit Ticket
- How can R.A.P.S improve the quality of generative AI outputs? (Answer – It gives a structure that helps with generating an ideal output.)
- How does informing AI of its audience improve its responses? (Answer – By causing the AI tool to adjust the tone and complexity of its output.)
- What would happen if you left out one part of R.A.P.S.? (Answer – The response could be too vague to use.)
- What sources or tools could you use to check generative-AI outputs? (Answer – trusted websites, academic resources or trusted media sources)
Hands-On Activity:
- Ask students to write a weak AI prompt (e.g., “How do I make a game?”).
- Then ask them to apply R.A.P.S. to improve their prompt.
- Compare AI responses before and after using R.A.P.S. and share with the class.
Standards Alignment
- Reading Informational Text:
CCSS.ELA-Literacy.RI.6.1, RI.6.2, RI.6.4;
RI.7.1, RI.7.2, RI.7.4;
RI.8.1, RI.8.2, RI.8.4;
RI.9-10.1, RI.9-10.2, RI.9-10.4;
RI.11-12.1, RI.11-12.2, RI.11-12.4 - Writing:
CCSS.ELA-Literacy.W.6.1b, W.6.2d, W.6.7;
W.7.1a-e, W.7.2a-b, W.7.7;
W.8.1a-c, W.8.2a-c, W.8.7;
W.9-10.1a-d, W.9-10.2a-d, W.9-10.7;
W.11-12.1a-c, W.11-12.2a-d - Speaking and Listening:
CCSS.ELA-Literacy.SL.6.1a-d, SL.6.4;
SL.7.1a-d, SL.7.4;
SL.8.1b-d, SL.8.4;
SL.9-10.1a-d, SL.9-10.4;
SL.11-12.1b-d, SL.11-12.4 - Language:
CCSS.ELA-Literacy.L.6.4, L.6.6;
L.7.4, L.7.6;
L.8.4, L.8.6;
L.9-10.4, L.9-10.6;
L.11-12.4, L.11-12.6 - ISTE Standards for Students
ISTE 1.2 Digital Citizen
ISTE 1.3 Knowledge Constructor - Media Literacy Standards:
Analyze the role of A.I. in shaping online content.
Evaluate sources for credibility, transparency, and accuracy.
These videos and lessons were developed by the Poynter Institute’s MediaWise and the Teen Fact-Checking Network in partnership with PBS News Student Reporting Labs. This partnership has been made possible through our collaboration with the Patrick J. McGovern Foundation.
