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Finding facts in the AI Age

Can that cat really dive like Tom Daley?

PSHCE 11 - 14

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Guidelines for a safe and respectful space

No Judgement�We don’t laugh at, put down, or dismiss others—�verbally or nonverbally. Every contribution is valid.�

You always have a choice�You never have to share personal stories. �You can pass at any time.�

Take care of yourself�If anything feels uncomfortable or upsetting, �that’s okay. You can take a break or speak to �a trusted adult.

Be kind�Respect everyone’s views and feelings. Show appreciation and encouragement.

Be brave�Have a go, even if you’re unsure. Everyone’s voice matters.

Listen well�Give your full attention when someone else is speaking. �Let’s create space for every voice.

Ask with curiosity�Be open-minded. Can you build on someone’s idea? �What respectful questions could help us go deeper?

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Part one:

THINK

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Instructions

Think about the video using these questions
Fill your sheet with thoughts or ideas
Consider why people might have made or watched �the video.

Questions

What is happening in this video? Is it a “real” video? �Does it matter if it is not real?
How was the video made? What techniques were used to make the video?
Who do you think made the video and why?
Why do you think it was shared widely online? �Why would people watch this video?

Analyse the artefact

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Understanding �the “Cat Olympics”

The “Cat Olympics” video went viral in June 2025.

It was created by Spanish man Pablo Jimenez, who teaches people how to use Artificial Intelligence online.

The video received millions of views in just a few hours.

Although news articles say the video is “obviously not real”, some commenters on YouTube appear to be convinced that the cats really are diving.

Can you guess what this lesson might be about? �What might the key message be?

Time - 3 mins

Reveal and discuss:

Watch the video again as a class. Talk through the information on the slide and explain that the video was created using Artificial intelligence. Most people who saw the video will not have known who made it or why.

Gather quick reactions:

What assumptions did I have about the video?
How easy is it to tell the video is made using AI? Would it be as easy to tell if the video had a different subject matter?
Why do people make AI videos? Why do they share them online?
How did the video make you feel?

💬 Then click to reveal the reflection prompt:

“Can you guess what this lesson might be about? What might the key message be?”

They can spend 30 seconds:

silent thinking
jotting down ideas
sharing with a partner
quick whole-class responses�

Tip: Let students know it’s okay if their ideas aren’t exact - it is their best guesses and they are engaging curiosity, not being tested.

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Not everything you

see online is real —

and you can learn to

spot the signs of AI content

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Lesson Objectives

In this lesson, you will explore:

What Artificial Intelligence content looks like
Why people might use it to create online content
The advantages and disadvantages of AI

By the end, you’ll be able to:

Explain why people might use AI online
Think critically about whether online content may be made with AI
Think about the difference between reputable and non-reputable sources

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Key ideas

Artificial intelligence: �Technology that allows computers and machines to simulate human learning, problem solving, decision making and creativity.

Since 2022, AI chatbots and image creators such as ChatGPT, Gemini, Copilot have been widely available, allowing ordinary people to create AI texts, images and videos.

Misinformation: �False or inaccurate information published without malicious (bad) intent.

Disinformation: �False or inaccurate information published with the intent to mislead others.

Algorithms: �Sets of rules and calculations that social media platforms use to choose which content users see and in what order.

Deepfakes: �Digitally manipulated audio, images or videos that convincingly mimic a real person or scene, �often made using AI, either to entertain or deceive.

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Real world example

This is a picture of the UK’s Princes William and Harry hugging, showing they have reconciled years after falling out.

Or is it?

In fact, this is an AI image that went viral online. Its creator added context on how to spot AI images, but it was shared many times without the AI disclaimer.

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Part two:

APPLY

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Solve it together

You will now be split into groups. Each group will be given one of three scenarios involving AI and social media, and several discussion questions.

In your groups, discuss the scenario and the questions. �You can also make up your own questions and responses.

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Scenario 1

Kai was scrolling through his video feed, which was full of guys his age with six-packs doing impossible-looking workouts. At first, he’d felt inspired, but now a familiar, sinking feeling was creeping in as he glanced at his own reflection in the �dark screen. Why don’t I look like that? he thought, even though a voice in his head told him it was probably just clever filters, lighting and AI enhancements. He knew he should close the app, but his thumb kept swiping, hoping the next video would show him the one magic exercise that would make him look like them.

Questions

What advice would you give to Kai?
Why does Kai feel compelled to keep scrolling?
Why might someone create AI videos of workouts?

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Scenario 2

Esha has been getting really into sustainability, and her social media feed is now packed with videos about saving �the planet. 🌍 Lately, the platform's Artificial Intelligence (AI) has started showing her more intense content — �including clips calling anyone who uses plastic an "enemy of the Earth." When she saw her friend Omar drinking from a plastic bottle, she felt a flash of anger. But then she paused, remembering Omar is a kind person, and felt confused; �her feed made the issue seem so simple, and now she wasn’t sure if the anger was truly her own or if the AI was learning that making her angry was the best way to keep her scrolling.

Questions

What advice would you give to Esha?
Why does the content Esha sees keep getting more extreme?
How could Esha find less extreme content on sustainability?

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Scenario 3

Luca was rushing to finish his history homework and decided to use an AI chatbot to get his facts quickly. The AI instantly produced a perfect, confident-sounding paragraph stating the first-ever video game was created by one specific person �in 1958, which he quickly copied into his project. Later, his friend Ruby mentioned her research showed it was actually developed by a different team of people several years later. Luca stared at his screen, a knot forming in his stomach; �the AI's answer was so clear and easy, but what if it had just confidently made the whole thing up? He didn't know whether to trust the instant AI-generated "fact" or to start his work all over again.

Questions

What advice would you give to Luca?
How could Luca check if his information is correct?
Should Luca ever use AI to help with his homework again?

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Did any of the scenarios surprise you?
Did anyone in your group change your mind?
Do you think you came up with helpful advice for Kai, Esha and Luca?

Debrief

Time - 5 minutes

Purpose:

Step back and reflect on how the discussion went—this helps students process the experience, deepen their learning, and build discussion skills like listening, empathy, and perspective-taking.

Introduce the debrief:

“Let’s take a moment to reflect on the conversations you just had. What did you hear? What did you notice about your own thinking?”

Use the prompts on the slide to guide discussion and develop key skills and learning habits:

Discuss whether it was easy or difficult to respond to the scenarios. �

🛠 Ways to run this debrief:

Whole class share – Choose for a volunteer from each group to share their group’s thoughts.
Partner talk – Ask students to turn and share one reflection with someone next to them
Post-it notes – Quiet reflection first, then collect or display responses
Hands-up poll – “Put your hand up if something surprised you today…”

🎯 Tip: If possible, try not to rush this—these reflections build self-awareness and help embed the learning.

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Top tips for how to spot AI images online

So, how might Luca have been able to tell if the work-out videos were made with AI?

Focus on details. AI images often struggle with small details like hands, or writing.
Be wary of perfection. AI photos often have an “airbrushed” look. The people in them do not �have any of the natural flaws we all have in real life, from skin imperfections to creased clothes. �Another giveaway might be a fantasy background.
Reverse image search — If you’re still not sure, you can do a reverse image search to find the source of an image, and see if it is from a trusted website.

Did you know? You can report AI content on social media if you believe it is misleading or harmful.

Source: How to spot AI images on social media: https://www.bbc.co.uk/bitesize/articles/z6s4239

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So who can you trust?

If AI can be so difficult to spot, what makes a reputable news source like BBC News or Sky News different to social media accounts?

The difference is often time, resources and accountability. An article or video that appears on BBC News, for example, will have gone through multiple checks with different journalists and editors.

Reputable news sources will also sign up to a code of conduct, �and will be held to account if they fail to check the accuracy of �their stories.

Online influencers or bloggers face no such checks!

Many reputable news sources now dedicate huge teams to fact-checking and debunking misinformation.

Check out BBC Verify, a team at the BBC dedicated to fact-checking and combatting disinformation

https://www.bbc.co.uk/news/bbcverify

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Part three:

REFLECT

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Settle & do - Quick quiz!

Images you see online….

A: Will always be real

B: Will never be real

C: Will sometimes be real or will sometimes be manipulated or created with AI

Artificial intelligence chatbots and image creators…

A: Are a relatively new online phenomenon

B: Have existed for decades already

Online algorithms will keep showing you more and more content…

A: To encourage you to spend more time online

B: To help you find accurate information

C: To test your critical thinking skills

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Not sure what to write? �Use these to help you get started:

Reflect

I used to think…, but now I see…

One thing that stuck with me was…

This matters because…

I felt ___ when we talked about…

Someone else said… and it made me think…

Time - 8 mins

Purpose:�This is a quiet individual task to help students consolidate their learning and reflect on what stood out to them today—both in terms of ideas and emotions.

Give each student a copy of the Reflection Sheet

📝 Instructions to give students:

“Now take a few minutes to complete your reflection sheet. There are three short questions and then for your final question you have a choice of 3 options Try to be honest—this is your chance to think for yourself and notice what you’ve taken from today.”

📎 Sentence starters on the slide can support students who feel stuck on the final question. You might say:

“If you’re not sure how to start, pick one of the sentence starters on the board and go from there.”

💡 Optional tips:

Let students know there are no right or wrong answers - it’s about their own thoughts
Offer quiet music or calm background to support focus
If time allows, you can invite a few volunteers to share one insight afterwards as a wrap-up: “What’s one idea you’ll take away from today’s lesson?”�

Reflection menu - students pick one:

🧠 What actions will you take following this lesson? How does that fit into the key features of a democracy?

(Critical Thinking + Reflectiveness)� → Helps consolidate learning and consider future actions.�

✍️ How did today’s topic make you feel? What did you find most challenging?

(Wellbeing + Self-awareness + Emotional Literacy)� → Encourages emotional reflection.�

🤝 What’s something you learned from someone else? How did that help you think differently?� (Reciprocity + Dialogue Skills)� → Reinforces the value of dialogue and listening.

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Why is it important to question what you see online?

What is one thing you will take away from today’s lesson?

Not everything you

see online is real —

and you can learn to

spot the signs of AI content