AI and Sustainability: Difficult Choices PDF

These teaching resources are supported by: January 13th 2025 Although AI is helping people find The Economist Educational Foundation solutions to climate change, there’s no...

These teaching resources are supported by: January 13th 2025 Although AI is helping people find The Economist Educational Foundation solutions to climate change, there’s no maintained full editorial control hiding the fact that it’s also contributing 60-90 minute lesson to the problem. By 2030, the amount of carbon dioxide produced by AI data AI and sustainability: centres will equate to roughly 40% of the annual emissions of the United States. So what’s more important: AI’s potential for progress? Or protecting the planet? difficult choices Science and technology Lesson objectives Environment and climate Topical Talk skill Listening Step 3: I listen to others and can tell someone else what it was about Step 10: I am aware of how a speaker is influencing me through their language Step 11: I listen critically and compare different perspectives For more information on the skills: bit.ly/TTFrameworks Knowledge I know how AI is helping people and why it is not yet sustainable Sustainable Development Goals Want more resources? Take a look at the Topical Talk resource library. All resources are free and it takes seconds to sign up. talk.economistfoundation.org/resources Teacher instructions Before this lesson Activity two Print the Teacher instructions, or have them to hand Slide 10 Have the PowerPoint ready to share on screen Give each student a Card. Choose a student to read the slide aloud. Print and cut the Cards, enough for one each Set a timer for three minutes for students to complete each of the Have Post-it notes to hand, enough for one each three rounds. Missing something? Head to the Topical Talk resource library and search for Slide 11 this lesson to download everything you need. Challenge students to get into groups in silence and in under talk.economistfoundation.org/resources one minute. Slide 12 Choose one student to read the slide aloud. Set a timer for six Activity one minutes for groups to decide how to rank the perspectives. Choose groups with different ideas to explain. Give a final few seconds for Slide 1 groups to change their minds based on what they heard. Praise those Introduce the lesson and remind students of the Topical Talk skills. who change their minds based on what they’ve heard. When you see the skills icons throughout the PowerPoint, ask students to reflect on how they are practising that skill. Tip: if student numbers do not make groups of nine, adjust the shape to include fewer perspectives. Slide 2 Choose a student to read the slide aloud. Check that students understand the keywords by asking them to use each one in a sentence. Activity three Slides 3 to 7 Slide 13 Keywords Students should get into groups of four. For each quiz question, give Draw a triangle on the board. Give each student a Post-it note and groups time to discuss their answer, debate with the class and then ask them to write their name on it. Ask a student to read the slide 1. AI write down their final decision. Remind students that their aim is for aloud. Explain that students should position their Post-it note on the triangle closest to the name or names that they agree with the most. = when machines do things that usually everyone in the class to get the answer right. For example, if they agree with only one person they could stick their require human intelligence. For example, Slides 8 to 9 Post-it note onto the corner of the triangle. However, if they agree make decisions, react to their environment Reveal the answers and discuss the questions together. with two people equally, they could stick their Post-it note on a side or recognise voices half-way between them. When students have placed their Post-it notes, choose some to explain their decisions. Praise those who 2. Sustainable change their mind about where to place their Post-it notes based on = when we are able to keep doing or what they hear others say. producing something without it running out Challenge: point to random positions on the triangle and ask or causing irreversible damage to students to give an example of a perspective that might make the planet someone choose that position. Slide 14 We'd love to see your Topical Talkers in action! Give time for students to reflect on how they developed their Share your photos with @econ_foundation and skills and knowledge during this lesson. Praise detailed reflections use #TopicalTalk for the chance to feature on our and metacognition. social media channels!  Cards I am a I am an I am a I am a I am a doctor online farmer parent university shopper student AI helps me to spot and diagnose AI monitors what I have bought AI tells my equipment to feed AI helps to manage my family's I am studying to be an environmental medical problems. For example, and suggests products that I might only the thirsty plants, where to busy calendars, finds recipes that scientist. AI makes me personalised it can analyse test results and be interested in. It helps me to add fertiliser and which plants are work with my children's allergies timetables and tracks my deadlines images of people's bodies to find find bargains! weeds. This helps me to reduce and gives me tips about how to to help me stay organised. anything abnormal. waste, save money and grow help them with their homework. more food. It saves me time so I can do other things. "I think I should be able to "I think I should be able to "I think I should be able to "I think I should be able to "I think I should be able to use AI because..." use AI because..." use AI because..." use AI because..." use AI because..." "If I couldn't use AI then..." "If I couldn't use AI then..." "If I couldn't use AI then..." "If I couldn't use AI then..." "If I couldn't use AI then..." I am a I am a I am the I am a banker forest owner of scientist ranger a big online shop AI can spot strange spending on I use drones with AI to help me In the future, self-driving vehicles I can use AI to spot natural someone’s card that might be a spot deforestation, track people will help me as they will be able disasters. I look at images taken result of a crime or fraud. This cutting down trees illegally and to deliver goods to customers. from space, weather patterns and helps me to help people manage monitor the forest's health. It helps This will ensure deliveries are messages sent from sensors. their finances better and keep their me protect the environment more quicker, more efficient and more This means I can detect the money safe. effectively. environmentally friendly. early-warning signs of a natural disaster and help people before it's too late. "I think I should be able to "I think I should be able to "I think I should be able to "I think I should be able to use AI because..." use AI because..." use AI because..." use AI because..." "If I couldn't use AI then..." "If I couldn't use AI then..." "If I couldn't use AI then..." "If I couldn't use AI then..."