Get a printable PDF of the lesson plan here.
Grade Level: 6th – 12th Grade
Time: 50 minutes
Overview
This lesson teaches students how “bad actors” use AI to spread misinformation and explores practical tools and strategies to detect AI-generated content.
Learning Objectives
Students will be able to:
- Explain why AI generated content can be misleading and why people create it.
- Identify common signs of AI generated images, videos, and audio.
- Use verification tools (reverse image search, AI detection apps) to analyze digital content.
Before You Watch
Discussion Questions:
- Think about a time when you saw a fake video or image, how did you figure it out?
- Why do you think people create AI-generated misinformation? What do they gain from it? (Answer – They may gain money, attention or influence.)
- What could happen if people believe and share AI-generated misinformation without verifying it? (Answer – Reduced trust in what might be real)
While You Watch
Display these guiding questions while viewing the “Recognizing AI-Generated Content” video and have students answer on a sheet of paper along the way:
- What are three mistakes generative AI can make when creating images? (Answer – weird hands, odd reflections or shadows, oddities in backgrounds)
- What is one way to spot a potentially AI generated video? (Answer – Look for blurring around edges or flickering, pay attention to shadows and lip syncing.)
- How can reverse image search tools help you verify an image? (Answer – They can help verify authenticity by showing other appearances of the same image online and any edits.)
- What is one way to catch AI-generated audio? (Answer – Listen to the tone and background sounds.)
- Why shouldn’t you solely rely on AI-detection tools alone to determine if something is real or fake? (Answer – Detection tools are not 100% accurate; people still need to review AI outputs themselves.)
After You Watch
Ask students to pair into small groups and discuss the answers to the questions they completed while watching the video.
Then, as a class, discuss the following:
- Why does generative AI spread fast online? (Answer – It can be stimulating, which can cause viewers to share it quickly.)
- What are the risks of deepfake videos? (Answer – Scams, manipulation, fake identities)
- What are three ways to verify if something is real before sharing it? (Answer – Use reverse image search, ask questions, pay attention to context clues)
- How can social media help stop AI misinformation? (Answer – On content identification of possible AI content, platform superusers can also help.)
Exit Ticket
Ask your students to write down one rule for sharing content responsibly online. It can be completely new or something they currently practice. Then, ask them to share the rule with the class and explain how their rule helps them from spreading misinformation.
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 AI 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.
