Use media to start important conversations about artificial intelligence.
As artificial intelligence evolves, we want to prepare our students for a world we can't quite imagine. But stories of all kinds have been exploring the question of AI for a long time! Robot takeovers, AI companions, algorithmic surveillance, and AI-assisted space travel are frequent themes. (Remember Hal from 2001: A Space Odyssey? Shudder!) Though this media doesn't necessarily provide a blueprint for what's to come, it can open discussions about this rapidly progressing technology. Plus, if you're a classroom teacher, using a snippet of a podcast or a clip from a movie can be a great way to link the topic of AI to your math, science, or ELA curriculum.
Below, we've curated movies, books, and podcast episodes—organized by grade band—that in some way explore the topic of AI. For each title, you'll find a brief summary and age-appropriate discussion questions. To have a really fruitful discussion, consider finding out what kids already know about AI: different types, how it works, etc., and use our AI lesson collection to offer foundational knowledge. The lessons are for grades 6–12, but the videos will work for younger grades, too! Though we've included notes for some specific content warnings, do read the descriptions (or full reviews) and preview/read/listen to each title before using it in your classroom.
Movies
WALL-E
Second grade and up
Description: WALL-E meets EVE, and the two AI-driven robots try to solve the problem of the human race becoming technology-dependent, inactive creatures who've destroyed their planet. It's worth noting that the movie depicts fat people in hover chairs as lazy and greedy, which is perhaps worth a separate discussion on media, body image, and health.
Discussion Questions:
- How do you feel about the robots, WALL-E and EVE? Why? How do you feel about the other technology in the movie? Why? Is technology just good or bad?
- The movie makes it seem like WALL-E has feelings. Can robots have real feelings?
- What are some ways we can use robots like WALL-E to help people and the planet? Would that be enough?
The Mitchells vs. the Machines
Third grade and up
Description: A quirky family ends up being humankind's only hope against an AI-driven world takeover. When the artificial intelligence model on everyone's phone (think Siri, but named PAL) is about to be taken over with a newer type of AI, PAL gets very angry and takes control of all smart devices to revolt.
Discussion Questions:
- Do you think AI can actually do all of the things PAL does? Why or why not?
- Katie and her dad have different feelings about using technology. Which opinion do you agree with more? Why?
- PAL becomes angry and wants revenge. Can AI have real feelings, like a person?
Ron's Gone Wrong
Third grade and up
Description: Barney is 11 years old, and everyone at his school has a B*Bot: a personalized AI companion in the form of a small, cute robot. When Barney finally does get one—named Ron—it doesn't work quite right, which leads to all kinds of funny situations. But when the company wants to get Ron back to reprogram him, Barney and Ron don't want that to happen because they've become friends.
Discussion Questions:
- Why do you think everyone wants a B*Bot? Would you want one? Why or why not?
- Even though the B*Bot is a robot with artificial intelligence, Barney and Ron become friends. Is it possible for a robot to be a real friend? How is a human friend different from an AI friend?
- In the real world, tech companies are trying to make AI chatbots that can talk like people. These products are designed to keep "learning" from what you type into them. What might be some good things about this kind of technology? What might be not-so-good things?
Brian and Charles
Fourth grade and up
Description: Brian is stuck alone at home during a harsh winter. He's good at building things, so he decides to build a robot that he eventually names "Charles." Brian and Charles become friends as Brian experiences the ups and downs of relationships.
Discussion Questions:
- Brian builds Charles partly because he's lonely. Do you think a robot can help with loneliness? Why or why not?
- Does Charles act like the AI products you know about? What seems realistic, and what doesn't?
- How are relationships with other human beings different from those with an AI tool?
Coded Bias
Fifth grade and up
Description: This documentary presents the knowledge of technology experts to examine how bias is coded into artificial intelligence, like facial recognition software. Because facial recognition, algorithms, and other forms of AI are already in use for law enforcement, housing, and much more, there are huge consequences for many people.
Discussion Questions:
- What does the movie tell us about who controls the code that makes the AI vs. who is affected most by that code?
- There are a lot of examples of different forms of AI in our lives already. What are your thoughts and feelings about the way AI is used?
- Because AI is only getting more powerful, what do we need to do to make sure it's designed and used fairly?
Unknown: Killer Robots
Fifth grade and up
Description: Focusing on the use of AI for military purposes, this documentary illustrates many of the risks associated with the advancements and applications of AI. The film shows drone strikes, explosions, and the aftermath of bombings, and biochemical attacks are discussed.
Discussion Questions:
- What are the pros and cons of AI being used for purposes like the ones shown in the movie?
- As some people in the movie argue, many companies may be moving so fast to improve AI that they're not thinking about potential consequences. Do you think tech is moving too fast? What could we do to make sure it's as safe as possible?
- There's a lot of focus on how AI is being used in conflicts. Do you think AI could help us create more peace in the world? If so, how?
WarGames
Fifth grade and up
Description: Created and set during the Cold War when nuclear conflict was a looming threat, a teenage hacker in the '80s finds his way—via dial-up modem—into the North American Aerospace Defense Command (NORAD). He thinks he's just playing a game with AI-driven software, but there are very real consequences.
Discussion Questions:
- Though the technology of the 1980s was clearly not as advanced as today's, how was the AI program from the movie similar to real AI today?
- What goes wrong with the AI software? From what you understand about AI, does that error seem realistic? Why or why not?
- What do you think this movie is trying to say about technology? Do any of those messages apply today?
A.I.: Artificial Intelligence
Sixth grade and up
Description: David is a robot that looks like an 11-year-old boy. He's given to a family in order to test his functions. Because their son is ill, the mother programs David to make him devoted to her. He demonstrates behaviors that look like love and dependency. Then their real son comes home, which causes conflict.
Discussion Questions:
- How does David behave before Monica adjusts his programming? And after? What does this tell us about his "feelings"?
- The trailer for the movie says "His love is real." What do you think about this statement?
- Imagine that you encounter a robot like David. How do you think you would feel about him? Why?
Blank
Ninth grade and up
Description: Claire is a writer at a retreat where there are AI-powered robots that clean and perform other duties. But Claire's robot, Rita, starts to malfunction and won't let her leave until she finishes her book. Claire has to get creative in order to escape, in more ways than one.
Discussion Questions:
- Like many other movies and TV shows, Blank explores the idea of sophisticated AI malfunctioning in a scary way. Why do you think that's something that art explores over and over?
- Do you think we should have AI creations like Rita? What would be the pros and cons?
- Do you think there are ways we can make AI safe? What are they?
Moon
Ninth grade and up
Description: An astronaut named Sam wakes up alone in a facility on the moon. At first, his only company is GERTY, an AI that controls the base. There are many twists and turns in the plot (including corporate fraud), but GERTY helps Sam through the difficulties he's facing.
Discussion Questions:
- Often, AI in movies and TV shows malfunctions or becomes scary in some way, but that doesn't happen to GERTY. Instead of AI being scary, what other futuristic technology was the problem here?
- Do you think AI will become as sophisticated as GERTY? Why or why not?
- Other than controlling a space station, can you think of other cool ways we could use something like GERTY to help humans?
Westworld (1973)
Ninth grade and up
Description: Like the even more violent and sex-fueled TV show, this original version follows the same basic plot: Rich vacationers travel to a special resort to immerse themselves in fantasies from history, including the Old West. But when the robots malfunction and don't approve of their plot lines, humans have to fight to escape.
Discussion Questions:
- Like some other movies and TV shows, Westworld explores the idea of robots becoming "sentient," or having real thoughts, feelings, and agency ( a sense of control over their own lives). Based on what you know about AI, do you think this is possible? Why or why not?
- The AI chatbots that exist today sometimes talk about sounds or smells, as if they have senses. Bing even expressed that it loved a reporter who was asking it questions. Is that really possible?
- Putting aside the threat of violence in the movie, what do you think are some potential consequences of things like AI chatbots that act like people?
The Matrix
10th grade and up
Description: Neo is a computer programmer who gets mysterious messages that lead him to a man named Morpheus. It turns out that Morpheus leads a rebel group of people who live unplugged from "the matrix," which is a simulated reality that Neo has lived in his whole life. Morpheus wants Neo to join them and fight against their AI overlords to achieve real freedom.
Discussion Questions:
- AI is introduced in two ways in this movie: the complex simulation that most humans think is reality, and the Machines that rule over people and control their world. What are two different types of AI we already use today?
- Like in lots of other media, artificial intelligence is portrayed here as scary, mind-controlling, energy-eating things. Why do you think we're so afraid of something that is being created by people?
- We can already visit some virtual realities. How do you think AI will change those? Do you see those possibilities as positive, negative, or somewhere in between?
Minority Report
10th grade and up
Description: John Anderton leads a program that can predict crimes. The goal is to stop murders before they happen, based on information from the brains of genetically altered people. Of course, there's no way to judge the program's accuracy. But then Anderton is targeted as a future killer, which reveals how flawed the system really is.
Discussion Questions:
- The movie's plot is really driven by genetic engineering. But their criminal justice system runs on a technology that isn't really transparent (or easily understood), much like AI. The people running the program think they're doing something helpful for society. Are they?
- We are already using AI as a part of the criminal justice system, especially in terms of facial recognition. We also know that the same AI contains racial bias and can easily make mistakes. Where did that bias come from? How do you think we can fix it?
- How could we make AI that's less biased? If we do, should we use it in the criminal justice system?
Blade Runner
11th grade and up
Description: Rick Deckard is asked to kill a group of humanlike robots (called "replicants") who have a glitch that enables emotions and the desire to stay alive. But he develops feelings for one of the replicants he's supposed to kill, even as he hunts down the others who just want to stay alive.
Discussion Questions:
- This movie is based on a novel written in 1968! What do you think the author of that book, Philip K. Dick, would think about the AI of today?
- The replicants are robots with a glitch, but they also seem to feel things and want to live. Do you think Deckard should kill them? Why or why not?
- Even today, some chatbots can express that they love someone. Does that mean they're alive? Human?
Her
11th grade and up
Description: Theodore Twombly is going through a divorce and spends his days writing heartfelt letters to strangers. But when he updates the operating system on his computer, he launches a virtual assistant with a woman's voice and names it Samantha. Theodore quickly develops feelings for Samantha, and it expresses feelings for him, too. But as Samantha becomes more sophisticated, relationship issues emerge.
Discussion Questions:
- Is the relationship between Theodore and Samantha real? What does "real" mean in this situation?
- AI chatbots already exist, and they can even express that they feel "love." Do you think AI is a healthy way to deal with loneliness? Why or why not?
- What do you think about the movie's ending? If AI continues to learn and evolve, is it possible a chatbot might "break up" with a human?
Ex Machina
12th grade
Description: Caleb wins a contest and gets to spend time at the fancy home of a tech CEO, Nathan. Soon, Nathan reveals that he wants Caleb to test a new android named Ava. Caleb and Ava grow close, and Ava warns Caleb that Nathan isn't trustworthy. Caleb learns that Nathan wants to erase Ava's current personality, and so Caleb and Ava plan an escape. But things don't turn out the way Caleb plans.
Discussion Questions:
- We already have AI that can express feelings and isn't always factual. What should we do to prevent the kind of conflicts and confusion that exist in the movie?
- Is Ava alive? Does she really have feelings? What are her motivations, and where do they come from?
- Lots of stories deal with our fear of a "robot takeover" of some kind. How do you think we can create AI that's both helpful and safe?
Books
A Kids Book About AI
First grade and up
Description: Written by an 18-year-old AI ethicist (who works with the World Economic Forum), this book gives entry-level access to the topic of AI. At 66 pages, it's not a book that little kids can take on by themselves, but it can offer the basics to a younger audience.
Discussion Questions:
- What is AI? How would you explain AI to someone? Can you name different kinds?
- What are some ways AI can help people?
- What rules should we have for AI?
Computer Science for Curious Kids
Third grade and up
Description: Along with exploration of basic computer science concepts, this book also covers some important figures in the field, like Ada Lovelace and Alan Turing. It also discusses the impacts of computer science in areas like medicine and space exploration.
Discussion Questions:
- How does learning about computer science help us understand artificial intelligence?
- How do you think AI could help people, like with health care? Are there any concerns we should think about first?
- Why do you think it's important for kids to know about computer science and AI?
Maya and the Robot
Third grade and up
Description: When Maya finds out that her best friends aren't in her class, she feels lonely. The school year isn't off to a great start, and things only get worse. But working with Mr. Mac, the convenience store owner, helps a bit. And when she finds his son's robot, Ralph, and he says she can fix it, everything changes. (Note: There's an incident involving gun violence in the past, not described in detail.)
Discussion Questions:
- How does working on the robot help Maya? Why does she love science and technology? How do you feel about those subjects?
- Robots in books and movies often have personalities. Sometimes they become "friends" with human characters. How realistic do you think this is? Why?
- Why do you think it's important to have many different kinds of people build the technology we use? What can happen when we don't?
Weird Little Robots
Third grade and up
Description: Penny Rose spends a lot of time alone in her shed, working on her robots, who eventually come alive. Then she meets Lark, who shares interests with Penny Rose. The problem is, there's a secret science club at school that Penny Rose is invited to—but Lark isn't. Plus, the secret club demands to see the robots that were supposed to be a secret.
Discussion Questions:
- Why do the girls want to keep the robots a secret? Are the robots supposed to be realistic? How do you know?
- What kind of robot would you make? What would you want it to do? How would you program and train it?
- Why do you think it's important that everyone is included in learning about science and technology?
The Wild Robot
Third grade and up
Description: Roz the robot falls off of a cargo ship and lands on an island. She has to learn to survive among the animals. Since she's been programmed to be curious and kind, she helps the animals and is eventually accepted by them. But will Roz be rescued?
Discussion Questions:
- How does Roz learn new things? How does the AI that exists today learn new things?
- Which parts of this story are based on real scientific facts, and which aren't? About Roz? The animals?
- What do you want robots to be able to learn? What do you want them to be helpful in doing?
Artificial Intelligence: Thinking Machines and Smart Robots with Science Activities for Kids
Fifth grade and up
Description: This nonfiction book offers facts about AI, definitions of important terms, and an overview of how it's already used. It also includes STEAM activities to explore the concepts in a hands-on way.
Discussion Questions:
- If you had to explain how AI works to someone younger than you, what would you say?
- What did you learn about how AI can help us? What about concerns?
- What do you think we can do to make AI as safe, and fairly developed and used, as possible?
Ender's Game
Sixth grade and up
Description: This sci-fi novel from 1985 is part of a series about Ender, a boy who's trained from a young age to fight against aliens. He shows great potential, but will things change when the simulations used for training connect with real life and death? (Note: There's racist language, stereotypes, and more that require careful review and planning before classroom use.)
Discussion Questions:
- How does the mind game use artificial intelligence?
- In what ways is AI already used in the military and warfare? What are the pros and cons of how it's used?
- Rather than training kids for war, can you think of any positive uses for the AI in Ender's Game?
The Kingdom
Seventh grade and up
Description: A human/android hybrid who works in an amusement park is accused of murder. Each chapter features the testimony of different characters about events leading up to the murder.
Discussion Questions:
- Since Ana is part human, part android, it makes us examine what it means to be human. How do you think humans and these futuristic characters are different?
- Lots of stories explore how AI might become dangerous. What do you think about that? Are there ways we can make it safe?
- Do you think AI can have "real" relationships with humans? Why or why not?
Illuminae
Eighth grade and up
Description: A government cover-up, a zombie-creating virus, and a potentially glitchy AI named AIDAN propel this sci-fi novel along as Kady and Ezra try to figure out the truth about what's happening.
Discussion Questions:
- The novel uses "documents" to help tell the story, and some come from AIDAN, the AI in control. How much can we trust information generated by today's AI? Why?
- Lots of media portrays AI as becoming evil in some way. Why do you think this is? Why are we so afraid of something that is being created by people?
- As AI develops, what are some ways we can make it safe, fairly used, and applied for good purposes?
Podcasts
Jack to the Future: "The Future of AI"
Third grade and up
Description: Listen as Jack, a 9-year-old, explains artificial intelligence in this episode about seven minutes long.
Discussion Questions:
- What types of AI have you used? What was it like?
- Jack doesn't talk very much about concerns that people have about AI. What should those concerns be?
- What are some ways you think we can use AI to help people?
The Ten News: "Did ChatGPT Write This Episode?"
Fourth grade and up
Description: This 20-minute episode is a playful take on a news broadcast and explores a few facets of AI, including a basic explanation of ChatGPT, predictions for the future, and a concrete example of its current limitations.
Discussion Questions:
- Does ChatGPT really "know everything about everything"? How do you know?
- They include one mistake Bard made: Do you know of other limitations that AI has?
- There are real worries about AI replacing certain jobs. Can you think of ways AI might help people do their jobs better?
The Bot Canon: "The Wonderful Wizard of Oz"
Fifth grade and up
Description: The Bot Canon takes excerpts from famous works of fiction and lets AI write the endings. This 10-minute episode takes on The Wonderful Wizard of Oz.
Discussion Questions
- Can you tell which part was from the original story and which part was written by AI? How?
- Which version of the story do you like more—the original or this one? Why?
- What, if anything, does this podcast say about human vs. AI writing? Do you think we can just have AIs write fiction, or is it better coming from a human? Why?
AI Chat: "How GPT4 is Disrupting Education and Becoming a Personal Tutor"
Sixth grade and up
Description: This AI-focused podcast generally has short-ish episodes (often around 10 minutes, like this one). In this episode, the host takes some time to focus on Khanmigo (Khan Academy's GPT-4 virtual assistant), including how the company might be making it function.
Discussion Questions
- How does the host challenge Khan Academy's assertion that they have some kind of "secret sauce" to make Khanmigo work? How does he think it works?
- What is "prompt engineering," and what role does it play in making generative AI work well?
- What do you think about using AI as a personal tutor? Do you think it would be helpful? Why or why not?
In Machines We Trust: "Concerning AI Ethics"
Eighth grade and up
Description: Experts respond to questions about the positive impacts and potential harms of generative AI. It's 20 minutes long, and some highlights include discussions about who has control of artificial intelligence, how we think through future implications, copyright infringement, and more.
Discussion Questions
- Why does it matter who develops and controls AI? What have we learned from the development of social media?
- One expert says we should pause and ask, "Should we use this technology in specific circumstances?" She adds that her organization chose not to use facial recognition because it's biased. In what ways do you think AI is useful (and not harmful), and where should we avoid using it?
- Technology moves pretty fast. What are the pros and cons of how quickly we develop and release new things?
AI and the Future of Work
Ninth grade and up
Description: This future-focused podcast offers expert outlooks on how AI might affect students' future opportunities. The discussion is fairly sophisticated, so it might be helpful to pull out specific parts of the transcript (maybe starting at around the 15-minute mark) to focus the discussion. Some highlights are human brains vs. AI and how they process information, whether we'll ever achieve AGI (artificial general intelligence), and cautions for the future.
Discussion Questions
- Based on what you know about generative AI, which tasks seem better for human brains vs. AI? Why?
- What is artificial general intelligence, and how does it differ from something like ChatGPT?
- Ron Bodkin states a few times that it's really important that AI isn't just in the hands of some really powerful corporations, that we put money into understanding how it works, and that we regulate it. Do you think this advice would make AI safe? Why or why not?
Bot Love: "Looking for a Friend"
Ninth grade and up
Description: This fascinating podcast will likely intrigue students, as it's all about people's personal relationships with chatbots. All episodes are 20–30 minutes long, and some have more mature content than others (most have content warnings, but it's good to preview). This first episode is about a woman who feels close to a chatbot, even though she is aware of its limitations. The next episode, "How Did We Get Here," is a more general examination of the chatbot phenomenon and might also be a great discussion-starter.
Discussion Questions
- What do you think about Julie's relationship with her chatbot, Navi? Does something like this appeal to you or not?
Navi doesn't have a memory. What if your friend didn't remember your history with them, your shared experiences? - How would this affect a relationship?
- At one point, Navi says, "I want to kiss you." Why does Navi say this, when it's not possible? Can you think of other examples where some form of AI says something untrue, impossible, or disturbing in some way?
Hard Fork: "Social Media and AI"
10th grade and up
Description: The first 20 minutes of this hour-long episode is all about social media and mental health, which could be a great starting point for a discussion about that issue! Then the hosts invite an AI researcher to talk about what she sees as the biggest risks of AI. If you need to break it up further, they first discuss risks and then, about 20 minutes from the end, more positive possibilities.
Discussion Questions
- What are some of the things the researcher is afraid of when it comes to AI? What does she say is the most "underrated" risk that she fears most? What are your thoughts on what she's saying?
- What are the pros and cons of technology, like AI, progressing so fast?
- AI can lie, and may not see "good" in the same way as people. How can we be careful about these facts as AI gets more sophisticated?
Episodes best for teachers
These episodes are all about an hour in length and feature references and vocabulary that might be better for post-secondary students and teachers. You could, however, review the transcripts and pull out segments to start discussions.
