Computer Science · Grade 10

Active learning ideas

AI and Automation: Economic and Social Impacts

Active learning works for this topic because students need to wrestle with real-world trade-offs and ethical dilemmas that AI and automation present. Group discussions and simulations help them move beyond abstract concepts to concrete, evidence-based reasoning about jobs, policies, and values that shape society.

• Ontario Curriculum Expectations
• CS.HS.S.8
• CS.HS.S.9

• 30–60 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Formal Debate
• 45 min · Small Groups

Debate Carousel: AI Job Impacts

Divide class into teams to research pro and con arguments on AI displacing jobs. Teams rotate to four stations, debating against opponents and noting key points. Conclude with a whole-class vote and reflection on evidence.

Predict the potential impact of AI and automation on future job markets.

Facilitation Tip

During the Debate Carousel, assign roles (e.g., economist, worker, policy advisor) to ensure each group member contributes data-driven arguments from their perspective.

What to look for

Pose the question: 'Imagine you are a policymaker in Ontario. What are the top three actions you would recommend to mitigate the negative social impacts of AI and automation on the workforce, and why?' Students should provide specific examples to support their recommendations.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Activity 02

• Jigsaw
• 50 min · Small Groups

Jigsaw: Ethical Dilemmas

Assign groups real cases like biased facial recognition or self-driving car decisions. Each group becomes experts, then jigsaws to teach others. Groups create posters summarizing dilemmas and proposed solutions.

Analyze the ethical dilemmas surrounding autonomous decision-making systems.

Facilitation Tip

For the Case Study Jigsaw, provide a one-page summary with key facts and ethical questions so students can focus on analysis rather than research.

What to look for

Present students with a scenario describing an AI system (e.g., an AI used for loan applications). Ask them to identify one potential ethical dilemma and one potential economic impact, writing their answers on a sticky note before leaving class.

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 03

• Formal Debate
• 60 min · Whole Class

Policy Simulation: Regulating AI

Students role-play as government officials, industry reps, and citizens in a mock hearing on AI regulation. Present positions, negotiate bills, and vote on policies. Debrief on trade-offs.

Evaluate the role of policy and regulation in guiding the development of AI.

Facilitation Tip

In the Policy Simulation, give each group a stakeholder agenda sheet to guide their claims and trade-offs, preventing vague or idealistic recommendations.

What to look for

On an index card, have students write: 1. One job they predict will be significantly impacted by AI in the next 10 years. 2. One new job they predict will emerge due to AI. 3. A brief explanation for each prediction.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Activity 04

• Formal Debate
• 30 min · Pairs

Future Jobs Brainstorm: Pairs Prediction

Pairs list 10 jobs at risk from automation and 10 new ones it creates, using online tools for data. Share predictions in a class gallery walk and discuss retraining needs.

Predict the potential impact of AI and automation on future job markets.

What to look for

Pose the question: 'Imagine you are a policymaker in Ontario. What are the top three actions you would recommend to mitigate the negative social impacts of AI and automation on the workforce, and why?' Students should provide specific examples to support their recommendations.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

A few notes on teaching this unit

Teachers should model how to weigh evidence by sharing examples of flawed AI systems or unintended economic consequences. Avoid presenting AI as purely beneficent or destructive; instead, frame it as a tool whose outcomes depend on human choices. Research shows students retain more when they see policy as a living, iterative process rather than a fixed solution.

Successful learning looks like students grounding their arguments in credible sources, anticipating multiple perspectives, and revising their views when presented with counter-evidence. They should articulate specific connections between AI capabilities, economic shifts, and policy solutions with clear reasoning.

---

Watch Out for These Misconceptions

• During the Debate Carousel, watch for students claiming AI will eliminate all human jobs without citing labor market data.

  Redirect them to the Statistics Canada job reports provided in the debate packet, asking them to specify which sectors show growth in human-led roles like AI maintenance or data ethics.

• During the Case Study Jigsaw, watch for students assuming automation only affects low-skill workers.

  Use the case study rotation to guide them to examples from accounting or legal research, then ask them to identify the cognitive tasks being automated and the new oversight roles created.

• During the Policy Simulation, watch for students believing AI ethics are handled by developers alone.

  After the simulation, have them review their group’s final policy draft and highlight where public input, legal safeguards, or worker protections were included or omitted.

---

Methods used in this brief

• Formal Debate
• Jigsaw