The students create stories about a made-up individual named Pete. The teacher collects the stories and uses Notebook lm to create an “AI podcast”. The podcast is listened to together with the students. Finally, the students and the teacher discuss the credibility of the podcast and the limits and potential of AI use.
| Learning Scenario Identity | |
| Title | JYU15: Did you hear about Pete? AI did. |
| Length | 45 minutes |
| Main idea/description | The students create stories about a made-up individual named Pete. The teacher collects the stories and uses Notebook lm to create an “AI podcast”. The podcast is listened to together with the students. Finally, the students and the teacher discuss the credibility of the podcast and the limits and potential of AI use. |
| Target group | 9-12 years old |
| Curriculum/learning subjects | English language; Computer science |
| Competencies | Students learn to understand the credibility and limits of AI-generated content |
| Teachers’ wellness competences | TC4: Social e-competency |
| Learning Scenario Framework | |
| Pedagogical method | PI3. Enforcing attention and Awareness (Be attentive and aware) |
| Software/materials | The main digital tool used in this activity is the Notebook lm https://notebooklm.google/ Create a new workbook and upload text to the program. You can ask the students to fill out the worksheet online (e.g., in Google docs) and copy the text to the program. Once the text has been copied in there, create an audio overview of the content. Listen to the overview together with students. Online delivery: This activity can also be delivered online, for example through video conferencing such as Zoom. The listening session can be arranged to students through screen/audio sharing by the teacher. The discussion can be organized in small groups (e.g., in break-out rooms). The discussion can also be held together as a class. It is important that the students are aware that the audio overview is entirely AI-based. Notebook lm is fairly easy to use, but it can be beneficial for the teacher to familiarize with the software before the delivery of the lesson (e.g., login). Any other digital tools used (e.g., google docs) should be familiar to the teacher and the students. |
| Evaluation tools | The activity can be evaluated throughout the activity and especially with the reflective discussion at the end of the session. |
| Learning Scenario Implementation | |
| Learning activities (description, duration, worksheets) | Introduction (5 minutes) Activity: Discuss the concept of AI and its applications in content creation. Explain the activity and its objectives. Materials: Presentation slides or a short video on AI. Story Creation (10 minutes) Activity: Students write stories about a made-up individual named Pete. You can make the students work individually or in groups, depending on the group size (e.g., one person/group focuses on Monday etc..) Materials: Story creation worksheet (provided below). AI Podcast Creation (10 minutes) Activity: Teacher collects the stories and uses Notebook lm to create an AI podcast. Materials: device with Notebook lm. Listening Session (10 minutes) Activity: Listen to the AI-generated podcast together and fill out worksheet 2 (AI detectives) Materials: Audio playback device. Discussion and reflection (10 minutes) Activity: The credibility of the podcast and the limits/potential of AI use are reflected together with the whole class (answers to questions; discussion questions for wrap-up) Worksheet 1: Story Creation Add in the specifics of all the crazy coincidences that happened to Pete last week. Pete’s Week Monday: On Monday, Pete had a very ________ (adjective) day. He found a ________ (noun) while walking to school and decided to ________ (verb, past tense) it. This unexpected event made his day quite ________ (adjective). Later, he met his friend ________ (name), and they went ________ (verb) together. By the end of the day, Pete felt ________ (adjective) about the whole experience. Tuesday: Tuesday was even more ________ (adjective). Pete saw a ________ (noun) in the park and spent hours ________ (verb, past tense) it. He couldn’t believe how much fun he had with such a simple thing. In the afternoon, he went to a ________ (place) and ________ (verb, past tense) with his ________ (noun). The day ended with Pete feeling ________ (adjective) and ready for the next adventure. Wednesday: By Wednesday, Pete felt ________ (adjective). He discovered a ________ (noun) in his backyard and decided to ________ (verb, past tense) it. This discovery led to an exciting adventure that he would remember for a long time. He also found time to ________ (verb) with his ________ (noun), which made the day even more ________ (adjective). Thursday: Thursday was quite ________ (adjective). Pete met a ________ (noun) on his way home and they ________ (verb, past tense) together for the rest of the afternoon. It was a day filled with laughter and new friendships. In the evening, Pete and his new friend went to a ________ (place) and ________ (verb, past tense) until it got dark. Friday: On Friday, Pete had a ________ (adjective) adventure. He found a ________ (noun) at the local market and decided to ________ (verb, past tense) it. This led to a series of unexpected events that made his day unforgettable. He also helped a ________ (noun) with a ________ (noun), which made him feel very ________ (adjective). Saturday: Saturday was ________ (adjective). Pete saw a ________ (noun) at the beach and spent the entire evening ________ (verb, past tense) it. The experience was so enjoyable that he wished the day would never end. He also met a ________ (noun) who taught him how to ________ (verb), adding to the fun. Sunday: Finally, on Sunday, Pete felt ________ (adjective). He found a ________ (noun) in his room and decided to ________ (verb, past tense) it. This quiet and reflective day was the perfect end to his eventful week. He also wrote about his week in his ________ (noun), feeling ________ (adjective) about all the adventures he had. Worksheet 2: AI detectivesListen to the podcast very closely. What did you learn about Pete’s week? What about AI?Mention at least three interesting or unexpected things that happened to Pete during the weekThe podcast was created with AI. What parts of the podcast could convince someone that it is made by real humans?Did you catch any clues on the podcast itself that reveal that it is generated with AI (for example, is there anything weird in how the ‘people’ talk)? Worksheet 3: Reflective questions 1. What did you learn about AI and its capabilities? 2. What was the most surprising part of the activity? 3. The podcast is created by giving the AI some existing material to work on. How could the podcast feature be used to support learning? |