Unit 4 — How Do I Use AI to Produce Something New?

Unit 4 · Create · KC-4 AI-Enhanced Creation

How Do I Use AI to Produce Something New?

"AI can generate anything — text, image, audio, video, code, and more. But generation is not creation. AI is the tool; you are the author."

2 Sessions · 100–120 min

9 Activities

Grades 7–12

KC-4

Learning Outcomes

LO-1 · Define a clear creative brief before engaging any AI tool (Stage 1)

LO-2 · Engineer intentional prompts that guide AI toward a specific creative vision

LO-3 · Iterate prompts strategically and evaluate AI outputs against the original brief

LO-4 · Apply the 3 Human Layers of Revision to make AI-generated content genuinely yours

LO-5 · Compose an accurate and transparent AI Disclosure Statement

LO-6 · Reflect critically on the boundary between AI contribution and personal authorship

Session Flow

🎨

S1 Generation Gallery → 5-Stage Framework

✍️

S1 Prompt Lab: Text → Prompt Lab: Image → First Creation

🖊️

S2 Signature Marking → Revision Lab: Human Layers

📋

S2 AI Disclosure Statement → Final Product + Reflection

✅

D3–D5 Quiz + Rubric + Reflection

Bridge from Unit 3In Unit 3, you learned to question and verify AI critically. In Unit 4, you apply that critical lens to your own creative process — using AI as a production partner across multiple media, without surrendering authorship. You know how to check what AI says. Now you learn how to direct what AI makes.

Why this unit?

This unit works best when teachers model creative struggle across a medium they find uncomfortable. If you always write, try generating an image. If you always use slides, try a podcast script. Students need to see that the 5-Stage Framework applies everywhere, not just in writing. Ensure every student or pair has access to both a text AI tool AND an image AI tool — these are non-negotiable for this unit.

Unit 4 of 5

Keep this question in mind throughout both sessions

If AI can generate anything… what makes your creation genuinely yours?

My answer NOW

Share with a neighbor

Talk to the person next to you. What is their answer? Do you agree?

My answer AFTER

Return here at the closing of Session 2.

Watch For…

Post the Essential Question visibly for both sessions. Display for a full silent minute before asking for answers. Record 3–4 answers without judging.

The Generation Gallery

Hook

Walk through 6 AI-generated media on the same theme, then discuss who is the author.

10 min · Session 1 · Engage

Why This Activity?

Students must experience the full creative range of AI — not just text — before they can think seriously about authorship across media. The gallery format creates productive surprise without a lecture.

The Generation Gallery — same theme, 6 media

Six AI-generated examples, all built around the same theme (e.g. "the loneliness of a teenager in a big city"): 1) a short story paragraph, 2) an illustrated scene, 3) a music mood description + instrument list, 4) a podcast episode outline + intro script, 5) a social media post with caption, 6) a simple webpage concept (HTML sketch).

Complete: "I didn't know AI could ____. This changes how I think about creating because ____."

Which item surprised the most people? Why?

If AI made all six of these — who is the author?

Close the HookToday you'll learn to direct AI across any medium — and claim authorship of what you produce.

Watch For…

Students who say "all of this is fake art" — validate the concern, then redirect: "What would make it real? That's exactly what this unit answers." Students who say AI will replace artists/writers/musicians — note the tension; this becomes the ethical thread in Unit 5. Students who are immediately excited and want to generate things now — channel this energy: "You will, in 10 minutes. First, we need a framework."

The 5-Stage Creation Framework

Explain

Learn the 5 stages that apply to every creative medium in this unit.

8 min · Session 1 · Explain

Why This Activity?

Students need a clear, repeatable mental model BEFORE they start creating — otherwise AI becomes a shortcut rather than a co-creator. The framework applies to every medium, so students can transfer it beyond this unit.

#	Stage	What AI Does	What the Human Does
1	Idea	Nothing — AI is not used yet	Defines purpose, audience, medium, and creative goal
2	Draft	Generates a first version based on the prompt	Designs the prompt; receives and evaluates the output
3	AI Collaboration	Refines, varies, and expands based on follow-up prompts	Compares outputs, makes selections, identifies gaps
4	Human Revision	Assists on request	Adds their own knowledge, voice, aesthetic, and creative decisions
5	Final Product + Reflection	Used for Disclosure Statement clarity	Submits final work with reflection and AI disclosure

Check for UnderstandingAt which stage does the human do the most work? All of them — but especially 1, 4, and 5. At which stage could a student disappear entirely and let AI do everything? Stage 2 — that is ghost generation.

Watch For…

Students who see Stage 2 as "the work" — redirect: "Stage 2 is when AI works. Stages 1, 4, and 5 are when YOU work." Students who skip Stage 1 (jump straight to prompting) — pause them: "What is your creative goal? Who is this for? Why does it matter?"

Prompt Engineering Lab — Text

Elaborate

Write a Basic Prompt, then an Engineered Prompt using all 4 layers, and compare.

12 min · Session 1 · Elaborate

Why This Activity?

Students must experience prompt engineering as a skill — not a trick. The Before/After comparison makes visible how much the human's direction shapes the AI's output.

The Four-Layer Prompt Framework

Role

Defines the voice or perspective AI should take. e.g. "Write as a human rights advocate speaking to teenagers"

Task

Specifies exactly what to produce. e.g. "Write a 30-word caption for an awareness poster about screen addiction"

Constraints

Sets limits on length, tone, format, what to avoid. e.g. "Short, punchy sentences. No statistics. No hashtags."

Goal

States the emotional or creative effect to achieve. e.g. "The reader should feel a quiet unease, not guilt."

Basic Prompt (Layers 1+2 only) & AI output

Engineered Prompt (all 4 layers) & AI output

What changed? Which layer had the biggest effect? Name 3 gaps only YOUR knowledge, experience, or opinion can fill.

RememberThe prompt IS the creative decision. That decision belongs to you.

Watch For…

Students who write one-sentence engineered prompts — push: "Which of the 4 layers is missing?" Students who are satisfied with the first AI draft — challenge: "What does it NOT know about your creative goal?"

Prompt Engineering Lab — Image

Elaborate

Write a Simple Image Prompt, then a Full Image Prompt using all 5 elements, and compare.

12 min · Session 1 · Elaborate

Why This Activity?

Image generation is one of the most powerful and misunderstood AI capabilities. Students who learn to engineer image prompts gain a transferable skill for design, communication, and visual storytelling — and engage with questions of authorship that are very different from text.

The Image Prompt Framework

Subject

What or who is in the image. e.g. "A teenage girl sitting alone on a city rooftop at sunset"

Style / Medium

The visual aesthetic or artistic style. e.g. "in the style of a graphic novel illustration, flat color palette"

Mood / Atmosphere

The emotional tone of the image. e.g. "melancholy, quiet, the light is warm but she looks cold"

Composition / Camera

How the image is framed. e.g. "wide shot, low angle, rule of thirds"

What to Avoid

Explicit negatives that guide AI away from unwanted elements. e.g. "no text, no people in background, no bright colors"

Simple Image Prompt (Subject only)

Full Image Prompt (all 5 elements)

What changed? Which element had the biggest impact? What creative decision did YOU make that AI could not have made without you?

Critical DiscussionIs an AI-generated image a piece of art? If you wrote the prompt, are you the artist? Never generate images that could be mistaken for real photos of real people, places, or events without clear disclosure.

Watch For…

Students who generate any image and immediately accept it — push: "Does this match what you imagined? What is wrong with it?" Students who generate inappropriate or photorealistic content — review AI tool content policies; use this as a teachable moment. Students who claim full authorship without revision — probe: "What creative decision did you make beyond typing the words?"

First Creation with AI

Build

Choose your creative track (A–E) and generate your first working draft or prototype.

13 min · Session 1 · Elaborate

Why This Activity?

Students need to enter Stage 2 and 3 of the Creation Framework with their own project — not a sample. Getting a first AI output on the table gives them something to revise in Session 2. Momentum matters here.

Choose Your Track

Track	What You Generate Here
A · Writing	First AI text draft (300 words minimum)
B · Visual	First AI image + written concept description
C · Audio	AI-generated podcast intro script + voice description
D · Multimodal	First AI-generated post (text + image concept) for a social media campaign
E · Code	AI-generated code skeleton or interactive outline + description

Generate the AI output using your Engineered Prompt

Mark it up: what feels right? What feels wrong, generic, or unlike your vision?

"The most important thing I need to change or add: ____"

Close Session 1You have an AI starting point — but it is AI's starting point, not yours. Session 2 is where you take ownership.

Watch For…

Students who feel the first output is finished — push: "Does it have your voice? Your idea? Go back to Stage 1: what was your creative goal?" Students who cannot generate an output because of tool access — have a pre-generated example for each track. Students who want to switch tracks mid-activity — allow it if there is time; record the new track.

Exit Ticket — Session 1 (D1)

5 minutes — Individual and honestThis is not graded — it helps your teacher plan Session 2.

Name THREE different media in which AI can generate creative output. For each one, name something only a human can contribute.

List the 5 stages of the Creation Framework and identify at which stage the human does the MOST essential creative work.

Complete this sentence: "The difference between ghost generation and co-creation is ____."

Quick CheckI can name media in which AI can generate creative output · I know the 5 stages of the Creation Framework · I understand what Ghost Generation means and why it matters.

Watch For…

Identify students who still see AI generation = finished creative work. They need targeted coaching at the start of Session 2. Use the strongest responses to Q3 to open Session 2.

Warm-Up: Signature Marking

Engage

Mark your Activity 4 output: what's AI's, what's already yours?

8 min · Session 2 · Engage

Why This Activity?

The transition from generating to authoring requires students to notice, physically, how much of their first output is genuinely theirs. Signature Marking adapts the Voice Marking concept from text to all media — including image, audio, and multimodal work.

Track	How to Mark "Yours" vs. "AI's"
A · Writing	Two pen colors: underline sentences that sound like you vs. could have been written by anyone
B · Visual	Two sticky notes: elements you specifically decided vs. elements AI chose for you
C · Audio	Highlight sections: yellow = your voice; blue = generic AI language
D · Multimodal	Circle the words, images, or design choices that came from your creative direction
E · Code	Comment lines: // mine = logic you specified; // AI chose = generated without your direction

What percentage of this work is genuinely yours right now?

What is the most important creative decision you still need to make?

Session 2 GoalBy the end of today, the balance shifts. Your creative decisions outweigh AI's.

Watch For…

Students who mark everything as AI's — validate honesty: "That's where we start. Session 2 is where we fix it." Students who mark everything as theirs without evidence — probe: "Show me one specific decision AI couldn't have made without you." Students on Track B or D who struggle to "mark" images — guide: "Which color did you choose? Which composition? Why that mood?"

Revision Lab — The Human Layers

Explore & Apply

Apply the 3 Human Layers of Revision, documenting at least 5 revisions.

20 min · Session 2 · Explore

Why This Activity?

Revision is where authorship is claimed — in every medium. The Three Human Layers translate across text, image, audio, and code. Each layer addresses a different dimension of what makes the work genuinely theirs.

The Three Human Layers of Revision

Ideas / Content

Add, remove, or replace what AI got wrong, oversimplified, or missed. Writing: add facts, examples. Image: replace a misrepresenting element. Audio: add a real story. Code: fix logic errors.

Structure / Composition

Reorganize so the work flows the way YOUR thinking flows. Writing: reorder paragraphs. Image: adjust composition. Audio: move the hook earlier. Code: reorganize functions.

Voice / Signature

Rewrite, redesign, or recode at least 3 elements in your own creative style. Writing: rewrite 3 sentences. Image: add a distinctive design element. Audio: rewrite the intro in your voice. Code: rename variables to match your logic.

Revision Log — record at least 5 revisions (layer, original element, your change, why)

CoachingLayer 1 first — make sure the content is right before you worry about how it looks or sounds. Layer 3 is where your signature appears. At least 3 elements must be distinctively yours.

Watch For…

Students who only make surface changes (grammar edits, color tweaks) — push: "That's refinement, not revision. What would you change about the IDEAS?" Students using AI to revise the AI output — pause and address directly: "If AI is revising AI, where are you in this piece?" Students who feel stuck on Layer 3 — ask: "What would you do differently if AI didn't exist? That's your signature."

AI Disclosure Statement

Explain

Write a transparent, 6-section statement about how AI contributed to your work.

10 min · Session 2 · Explain

Why This Activity?

Transparency about AI use is not a penalty — it is an act of intellectual integrity that applies to ALL creative media. Students entering journalism, design, music, film, or software development will encounter disclosure requirements. This is future-relevant professional practice.

AI Tools Used — name every tool and its purpose

Prompts Used — basic or engineered? how many iterations? which layers?

AI Contribution — what did AI generate, get right, get wrong or miss?

Human Contribution — what did you add, change, restructure, rewrite? Be specific.

Authorship Claim — "This work is genuinely mine because ____."

My Creative Percentage — "I feel approximately ____% of this final work reflects my own creative decisions."

Model Example — Track D (Multimodal)"I used Claude for the text and DALL·E for the images in this social media campaign. I engineered prompts specifying my audience, tone, and visual style. AI produced strong initial text and image concepts — but the images were too generic. I redesigned the second image prompt entirely, rewrote all captions in my own voice, and added a call-to-action AI had not included. The campaign concept is entirely my idea. AI helped me express it."

Watch For…

Students who write vague disclosures ("AI helped me make it") — push for specificity. Students whose disclosure shows minimal human contribution — return to the Revision Log: "Five revisions minimum. Where are they?" Students who claim 100% for an output they barely revised — ask: "Would AI have produced exactly this if you had typed nothing but your name?"

Final Product + Authorship Reflection

Elaborate · Summative

Submit your final work, Revision Log, Disclosure Statement, and Authorship Reflection.

15 min · Session 2 · Elaborate

Why This Activity?

The final product is the unit's summative artifact across all media. The reflection converts the product from a task completion into a genuine learning experience — students articulate what the creative process revealed about authorship, AI, and themselves as makers.

Submit your complete, human-revised artifact, your Revision Log, your AI Disclosure Statement, and a 3–5 sentence Authorship Reflection.

My Final Work (or describe & attach for Tracks B–E)

Authorship Reflection — choose at least 3 prompts, write 3–5 sentences total

"The creative decision in this work that is most genuinely mine is..."

"The moment I felt most like the author/designer/creator was..."

"If I did this again, I would change how I used AI by..."

"One thing AI cannot do in this creative process — no matter how good the prompt — is..."

My Reflection

Gallery Share-Out (optional)A paragraph, an image, a line of code, a caption. All different media. All distinctively human. That is authorship.

Watch For…

Students whose final product barely differs from the AI output — return to the Revision Log. Students whose reflection is a summary of what they did — redirect: "Not what you did — what you discovered about yourself as a creator." Students who are proud of their work for the first time — name it explicitly: that pride is evidence of authorship.

Exit Ticket — Session 2 (D2)

7 minutes — IndividualUse vocabulary from both sessions.

Describe one specific revision you made that makes this work genuinely yours — and explain which Human Layer it belongs to.

Name one creative medium where you feel AI raises a serious ethical question. What is the question?

Complete this sentence: "Using AI responsibly in creative work means ____."

🎉 Unit 4 is nearly complete. In Unit 5, you will ask what responsibilities come with what you create.

Watch For…

Close with the Bridge Statement: "In Unit 4 you created with AI across text, image, audio, and more — and you learned what it means to own what you make. In Unit 5, we ask the harder question: what are your responsibilities as a creator in a world where AI can deceive, manipulate, and displace?"

Concept Flashcards — Unit 4 Summary

How to useTap a card to flip it and reveal the concept. Try to recall the definition before flipping — that's the real practice.

0 / 8 cards flipped

✍️

Authorship

Tap to flip

Being the real creator of a work — responsible for its ideas, decisions, and quality, in any medium.

🤝

AI as Co-Creator

Tap to flip

A partner in making — AI is a co-creator when the human directs the process and makes all key decisions.

🧩

Prompt Engineering

Tap to flip

Designing precise, intentional prompts that guide AI toward a specific creative goal in any medium.

🎭

Multimodal Creation

Tap to flip

Producing work that combines more than one medium — e.g. text + image, or audio + visual.

🔁

Iteration

Tap to flip

Refining an AI output through multiple rounds of human judgment and creative direction.

🖋️

Human Signature

Tap to flip

The distinctive perspective, aesthetic, and intention that makes a work uniquely yours — in any medium.

📋

AI Disclosure

Tap to flip

Being transparent about when, how, and which AI tools contributed to a piece of work.

👻

Ghost Generation

Tap to flip

Submitting fully AI-generated work as entirely your own — without disclosure or meaningful human contribution.

Why This Activity?

Flipping the card creates a half-second retrieval gap. That gap is where memory consolidates.

Watch For…

Students who flip every card in ten seconds without recalling anything.

Unit Quiz — D3

Summative

Covers all concepts from both sessions of Unit 4. Total: 26 points.

Part A — Multiple Choice

Question 1

Which of the following best describes Ghost Generation?

AUsing AI to help write a first draft that you then revise extensively

BSubmitting fully AI-generated work as entirely your own without disclosure or meaningful human contribution

CGenerating multiple AI drafts and choosing the best one

DUsing AI to proofread and correct grammar in your own writing

Question 2

At which stage of the 5-Stage Creation Framework is AI NOT used?

AStage 2 — Draft

BStage 3 — AI Collaboration

CStage 1 — Idea

DStage 4 — Human Revision

Question 3

A student writes: "Write an article about climate change." Which layer of the Four-Layer Prompt Framework is most obviously missing?

ARole — no voice or perspective is specified

BTask — no specific output is requested

CConstraints — no limits on length, tone, or format

DBoth A and C

Question 4

Which of the following is a Layer 3 (Voice / Signature) revision in Track B (Visual)?

AReplacing an image element that misrepresents the concept

BAdjusting the composition to match the intended visual story

CAdding a color palette that is distinctively yours and explains your aesthetic choice

DRemoving an image element that AI included by default

Question 5

An AI Disclosure Statement should include which of the following?

AOnly the name of the AI tool used

BA general description of the work and the AI's role

CSpecific information about the prompts used, what AI produced, what the human changed, and an authorship claim

DA list of all features the AI tool has

Question 6

Which best demonstrates Layer 1 (Ideas / Content) revision applied to an AI-generated podcast script?

AThe student changed the title to something more engaging

BThe student reordered the segments to match their intended narrative flow

CThe student added a personal anecdote and a statistic from their own research the AI script missed

DThe student rewrote the intro in their own speaking voice

Question 7

Why is the Image Prompt Framework (5 elements) taught separately from the Text Prompt Framework (4 layers)?

AImage tools are harder to use and need more guidance

BImage prompts require different creative direction — visual style, composition, atmosphere — not covered by text prompt layers

CImage prompts must be shorter than text prompts

DImage prompts do not need a Goal or Purpose layer

Question 8

Which statement about authorship in AI-assisted creative work is most accurate?

AA work is genuinely yours when you typed the most words

BA work is genuinely yours when the ideas, decisions, and voice are yours — regardless of whether AI generated the initial draft

CA work is genuinely yours when you used AI in Stage 2 and submitted it after reviewing it

DA work is genuinely yours when the final product looks different from the AI draft

Part B — True or False (correct the phrase if False)

9. In the 5-Stage Creation Framework, Stage 4 (Human Revision) is where the student applies the 3 Human Layers to claim authorship.

10. Ghost Generation is acceptable as long as the student writes an AI Disclosure Statement explaining what AI produced.

11. Using AI to revise the AI draft counts as Layer 3 (Voice / Signature) revision.

12. The "What to Avoid" element in the Image Prompt Framework helps prevent AI from adding unwanted elements to the generated image.

Part C — Scenario Analysis

13. A Track D student writes: "Make a social media post about screen time for teenagers." Identify which layers of the Four-Layer Prompt Framework are missing, and rewrite the prompt to include all 4.

Read & Analyze

"Yara wrote a prompt for a 300-word article about urban farming. She received an AI draft, read it once, made two spelling corrections, and submitted it with her name on it. She did not write an AI Disclosure Statement."

14. Which stage(s) of the 5-Stage Framework did Yara skip or perform inadequately? Which Human Layer(s) are missing entirely? Name two specific things she should have done differently.

15. A Track B student writes: "I used an AI image tool to create my poster. I liked the result so I used it." Name at least 3 missing elements, then rewrite it as a complete, specific disclosure (3–4 sentences).

AI-Assisted Work Rubric — D4

Self-assess or teacher-assess Activity 8Click the column that best describes your final product for each dimension. A brilliant AI output with minimal human revision scores LOW; a less polished work with deep revision evidence scores HIGH.

Rubric score

0/ 28 points

Dimension	4 · Exemplary	3 · Proficient	2 · Developing	1 · Beginning
1. Creative Vision	Specific, intentional creative goal before AI; final work reflects it	Vision present, partially developed; final work mostly reflects it	Stage 1 brief incomplete or vague	No evidence of Stage 1 thinking
2. Prompt Quality	Multi-layer prompt, all layers/elements present, clearly intentional	Most layers/elements present; minor gaps	Only 1–2 layers/elements; output generic	One-sentence prompt; no creative direction
3. AI Collaboration	2+ iterations, compared, gaps clearly documented	Iterated at least once; gap analysis surface-level	Single output, no iteration or comparison	No evidence of AI Collaboration stage
4. Revision Depth	5+ revisions across all 3 Layers, each justified	4–5 revisions, most layers represented	2–3 revisions, only 1–2 layers, mostly cosmetic	Fewer than 2 revisions; final barely different from AI draft
5. Human Signature	Distinctive creative identity evident throughout	Some elements of distinctive voice visible	Final work resembles the AI draft closely	Virtually indistinguishable from the raw AI draft
6. AI Disclosure	All 6 sections completed, specific and honest	5 of 6 sections completed; one vague	3–4 sections completed; human contribution generic	Absent or only 1–2 sections; no authorship claim
7. Authorship Reflection	Specific creative insight; names what AI cannot do here	Present and honest; lacks specificity	Summarizes what they did, not what they discovered	Absent or a restatement of the task instructions

Scoring Guide25–28 Exemplary · 19–24 Proficient · 13–18 Developing · 7–12 Beginning

Teacher comments

Student Reflection Form — D5

This form is for YOUThere are no right or wrong answers here — be honest with yourself. Your teacher will read this.

What is the most important thing you learned in Unit 4?

Before this unit, how did you think about AI and creative work? Be honest. How has that changed?

Describe your Stage 1 (Idea) in one sentence. Was your final product faithful to that original vision?

Look at your Revision Log. Which of the revisions are you most proud of? What made it hard?

What specific element in your final work is most recognizably YOURS — something AI could not have produced without you? Describe it.

Complete honestly: "Before Unit 4, when I used AI for creative work I would ____. Now I will ____ instead."

Your AI Disclosure Statement asked for a "Creative Percentage." What percentage did you write — and do you stand by it now? Why or why not?

Name ONE situation where you would NOT use AI to help you create, and explain why.

Rate your unit experience (1 = Strongly Disagree, 5 = Strongly Agree)

The 5-Stage Framework helped me work with AI intentionally	1 2 3 4 5
Writing an engineered prompt felt like a genuine creative decision	1 2 3 4 5
The 3 Human Layers helped me make the work genuinely mine	1 2 3 4 5
I feel the AI Disclosure Statement is a fair and useful practice	1 2 3 4 5
My final product has something in it only I could have contributed	1 2 3 4 5

We return to our Essential Question…

30 seconds of silent thinking — then share

If AI can generate anything… what makes your creation genuinely yours?

Has your answer changed since the beginning?

The Creator's Pledge

"When I use AI to help me create — in any medium — I commit to ____."

The Bridge

Creating with AI is not dishonest — as long as you are genuinely in the work and transparent about how AI contributed. Unit 5 asks the harder question: what happens to others when AI is used without care, without transparency, and without ethical limits? That is the move from creative responsibility to ethical citizenship.

Coming up — Unit 5You know how to create with AI responsibly for yourself. In Unit 5, you will ask what you owe to others when you publish, share, and act with AI.

🎉 Unit 4 Complete!

AI Literacy Curriculum Framework — Unit 4 — Package C

Watch For…

Use the three-step closure: Cross-Media Gallery (5 min) — post examples from 3+ tracks and ask what makes each feel human-made; The Creator's Pledge (2 min); Bridge to Unit 5 (1 min) — read the bridge statement and post it visibly.

End of Unit 4

Teacher Guide · Unit 4 · Package A

Lesson Flow Notes

Timing and facilitation tips across both sessions.

Session 1 · 0–10 min · Activity 1

Project or print the 6-item Generation Gallery, all on the same theme. Give students 4 minutes to walk the gallery before discussion. Close with: "Today you'll learn to direct AI across any medium."

Session 1 · 10–18 min · Activity 2

Walk through each stage using Slide 5 from Package C. Post the framework where students can see it for the rest of both sessions — every activity maps to a specific stage.

Session 1 · 18–30 min · Activity 3A

Ask 2 students to read their Basic vs. Engineered prompts aloud; class votes on which layer changed the output most. Emphasize: the prompt IS the creative decision.

Session 1 · 30–42 min · Activity 3B

Pre-generate two image sets using the same concept with different prompts; save and project them side by side. Review the content policies of your available image tools beforehand.

Session 1 · 42–55 min · Activity 4 + Exit

Have a pre-generated example ready for each track in case of tool access issues. Distribute Exit Ticket S1 (D1) for the last 5 minutes.

Session 2 · 0–8 min · Activity 5

Guide Track B/D students who struggle to "mark" images: "Which color did you choose? Which composition? Why that mood?" Introduce the session goal: the balance shifts toward human decisions.

Session 2 · 8–28 min · Activity 6

Coach: Layer 1 first, then Layer 3 for signature. Directly address students using AI to revise the AI output: "If AI is revising AI, where are you in this piece?"

Session 2 · 28–38 min · Activity 7

Read the Model Example aloud before students write their own. Push for specificity on vague disclosures: "Which tool? What did it produce? What exactly did you change?"

Session 2 · 38–53 min · Activity 8

Optional Gallery Share-Out: invite 2–3 students from different tracks to share their most "theirs" moment. Name pride as evidence of authorship explicitly.

Session 2 · 53–60 min · Exit + Closing

7 minutes for Exit Ticket S2 (D2). Run the three-step closure: Cross-Media Gallery, Creator's Pledge, Bridge to Unit 5.

Teacher Guide · Unit 4

Teacher Guide · Unit 4 · Package A

Differentiation by Cognitive Level

All students engage with the same essential question and the 5-Stage Creation Framework. Differentiation adjusts track complexity, scaffolding depth, and range of media — not the conceptual bar.

5.1 · Grade-Band Adaptation Matrix

Grades 7–8

Remember & Understand

Produce → Revise → Label

Grades 9–10

Apply & Analyze

Compose → Layer → Justify

Grades 11–12

Evaluate & Create

Author → Interrogate → Defend Authorship

Activity	🟦 Grades 7–8	🟪 Grades 9–10	🟩 Grades 11–12
A1 · Generation Gallery	Pre-annotated items with guiding questions.	Complete independently; identify one item they could not have made alone.	Identify one ethical concern per gallery item before discussion.
A2 · 5-Stage Framework	Printed checklist, ticked off as they work.	Explain the five stages in their own words first.	Critique the framework: which stage carries the most human judgement, and what would automating it lose?
A3A/B · Prompt Labs	Filled-in templates; blanks only for creative choices. Track A or B assigned.	Write their own prompts; choose freely from Tracks A–D.	3+ iterations plus a Prompt Engineering Report comparing outputs; Track E (Code) permitted.
A4 · First Creation	One creation, one medium; success = a finished artefact.	A stated creative goal recorded at Stage 1, checked at the end.	The creative goal includes a constraint the AI is likely to fail — anticipate the failure.
A6 · Revision Lab	3 revisions; Layers 1 and 3 only.	All 5 revisions, all 3 layers, full Revision Log.	Full Creator's Note justifying every revision against the Stage-1 goal.
A7 · Disclosure Statement	Sentence scaffold per section.	Full statement, all six sections.	Comparative analysis original-vs-final; then draft a school Disclosure Policy across 3 media.

No-Device / Low-Tech Fallback — All Grade BandsCreation runs on paper — writing, drawing, storyboard. The teacher runs the AI generation on a projector for the whole class: students specify the prompt, predict the output, then revise the projected result on paper. Signature marking, the three human layers, and the Revision Log work identically on paper and lose nothing in the transfer.

5.2 · Within-Band Support Levels

All students use the 5-Stage Creation Framework and the Three Human Layers of Revision. Differentiation adjusts track complexity, scaffolding depth, and the range of media expected — not the conceptual bar.

Level	Track Assignment	Revision Lab (A6)	Disclosure (A7)
🟡 Foundation	Track A (Writing) or Track B (Visual) — the two most structured and tool-familiar tracks	Require 3 revisions; focus on Layers 1 and 3 only; sentence starters provided	Sentence scaffold for each of the 6 sections
🔵 Core	Choose from Tracks A–D; design their own prompt sequences independently	All 5 revisions, all 3 layers, full Revision Log	Full statement using the template — all 6 sections
🟢 Advanced	Any track including Track E (Code) or a self-defined multimodal track	Write a full Creator's Note justifying every revision against the Stage 1 goal	Comparative analysis: original AI output vs. final work, with evidence across all 6 rubric dimensions

5.3 · No-Device / Low-Tech Fallback

Paper creation + projector predictionCreation runs on paper — writing, drawing, storyboard. The teacher runs the AI generation on a projector for the whole class: students specify the prompt, predict the output, then revise the projected result on paper. Signature marking, the three human layers, and the Revision Log work identically on paper and lose nothing in the transfer.

Teacher Guide · Unit 4 · End

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