AI in Everyday Life: Automation, Bias, and Tradeoffs

AI in Everyday Life: Automation, Bias, and Tradeoffs

Grade 8 · Cybersecurity & AI Education · NYS 7-8.IC.1 · 55 Minutes

NYS-Aligned Standard

7-8.IC.1 — Compare and contrast tradeoffs associated with computing technologies that affect individuals and society. NYS Computer Science and Digital Fluency Learning Standards (2020)

Learning Objectives — “I Can” Statements

• I can identify where AI and automation appear in everyday life.
• I can compare and contrast the benefits and tradeoffs of an AI system for individuals and society.
• I can explain how bias can enter an AI system through its training data.

Essential Question

When an AI tool makes life easier, what are we trading away — and who is affected?

Lesson Sequence

Hook / Warm-Up (8 min)

“Spot the AI” scavenger list: recommendation feeds, autocomplete, navigation ETAs, spam filters, face unlock. Students mark which they used today and note one thing the AI did for them.

Direct Instruction (15 min)

1. Automation = a task done by a system instead of a person. AI automation makes predictions/decisions from data.
2. Tradeoffs framework: convenience vs. privacy; speed vs. accuracy; personalization vs. filter bubbles; efficiency vs. jobs.
3. Bias: if training data over- or under-represents groups, the AI’s outputs can be unfair. Example framing: a hiring screen trained mostly on past hires may repeat past unfairness.

Structured Discussion / T-Chart (22 min)

Groups take one AI scenario (recommendation feed, automated grading, facial recognition at events, AI homework helper) and complete a Benefits vs. Tradeoffs T-chart, then identify who benefits most and who could be harmed, and one way to reduce the harm.

Closure (10 min)

Claim–evidence exit ticket: “An AI tool I use has the benefit of ___ but the tradeoff of ___ . One group affected is ___ .”

SDI & Differentiation Block

Supports for MLLs/ELLs

Entering/Emerging (NYSESLAT Levels 1–2):

• Provide a two-column T-chart with picture icons for benefit (+) and tradeoff (–).
• Sentence frame: “A benefit is ___ . A tradeoff is ___ .”

Transitioning/Expanding (NYSESLAT Levels 3–4):

• Pre-teach: automation, tradeoff, bias, training data, personalization, privacy.
• Sentence frame: “This tool helps ___ but could harm ___ because ___ .”

Supports for Students with IEPs

SDI Adaptation Dimensions: methodology, delivery

• Methodology: Assign one scenario; provide a partially filled T-chart with a benefit and tradeoff modeled.
• Delivery: Read scenarios aloud; allow verbal contribution; offer a sentence-frame exit ticket.

Suggested Placement: ICT

Answer Key / Model Responses

Sample T-chart (recommendation feed): Benefits — finds content you like, saves time. Tradeoffs — collects data/privacy, can create a filter bubble, can promote sensational content. Benefits most: the platform and engaged users. Could be harmed: users who see narrowed or misleading content. Reduce harm: diversify recommendations, let users reset/clear interests, label sponsored content.

Exit ticket model: “An AI navigation app benefits me by finding the fastest route, but the tradeoff is it tracks my location. A group affected is people whose neighborhoods get heavy cut-through traffic.”

Alignment Record