ELA Lesson: Gen AI's Energy Use
Lesson Plan
1 hourGrades9, 10English Language Arts
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Written by Kara Hisatake
About this lesson
Students are introduced to the energy impact of the internet and imagine what the world will be like in the future. After reading and analyzing articles about the impact of generative artificial intelligence on climate change and the environment, students share their conclusions and then re-imagine the world of the future with generative AI. Finally, students decide their personal approach to using GAI.
Inquire: Students watch a video on energy use and draw an image of what they believe the world will look like in 100 years.
Investigate: Students read articles about the pros and cons of the impact of generative artificial intelligence on the environment and climate change.
Inspire: Students come to conclusions based on their readings, then redraw their image of the future, incorporating key takeaways from this lesson.
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Suggestions
- This lesson aligns with Hawai’i’s Nā Hopena A‘o HĀ-BREATH Framework.
- This lesson can be extended through a longer discussion on AI’s ability to harm or help climate change through this Council on Foreign Relations Resource. Note the difference between AI and generative AI.
- This lesson can be taught at the beginning of the year or semester to help teach academic integrity, plagiarism, and citations.
- This lesson can be taught in conjunction with librarians, or technology departments.
- This lesson challenges students to wrestle with their own ethics regarding technology and opens the door for social-emotional learning, as well as larger conversations regarding our use of energy and technology.
- This lesson can be made more place-based. Of particular interest are large data centers and where they are being built. Some communities have pushed back against such construction due to water use concerns and exacerbated drought.
Prerequisites
- This is lesson 2 of 3 in our 9th-10th grade ELA Unit: Generative AI.
- Teacher should test out or be familiar with ChatGPT and Gemini, and have an account for both.
- Teacher should review best-use practices for technology at their school and what websites or applications are allowed.
- Teacher should read articles ahead of time or review the Teacher Answer Key.
- Teacher should prepare an answer for how they would ethically choose to use generative AI or not, knowing the environmental impact.
Differentiation
- This lesson can be extended to a longer unit on ethics, energy efficiency, and environmental impact.
- This lesson can be scaffolded through judicious assigning of articles; teachers may use, or allow students to use generative AI to help summarize or change the reading level of the articles.
- This lesson can provide advanced students with a challenge by assigning them the Brookings article to evaluate and asking them to research their own position on AI further.
- The Inspire paragraph can be used as an assessment or exit ticket. It can be adjusted to include specific writing techniques from previous lessons or skills practice.
From the scientist review
In this lesson, students can investigate how generative AI and other technological advancements may affect the environment. They can also learn how, if used responsibly, these innovations may help people solve difficult social issues. After reviewing the lesson, it passed the credibility test for science.
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About the teacher writer
Kara Hisatake
Teacher
Kara Hisatake holds a PhD in Literature from the University of California, Santa Cruz and a Bachelor of Arts in English from the University of Hawaiʻi at Mānoa. She has more than six years of experience teaching high school English Language Arts for grades 9–12. Her expertise is in literature and English language arts education.
