Class 6 students can learn what AI does, what information it uses, and how its decisions affect people without writing code. Start with familiar examples, guide students to trace input to output, and use discussion and paper activities to explore fairness and possible improvements.
What students should learn about AI
For an introductory lesson, explain AI as a way for computer systems to use data to make predictions or decisions. Students do not need to build a model to ask useful questions about how one works: What information goes in? What might the system have learned from? What comes out, and who might be affected?
Teach these ideas alongside human-centred thinking and ethics, rather than as a list of technical terms. UNESCO’s AI competency framework for students organizes 12 competencies across four dimensions: human-centred mindset, ethics of AI, AI techniques and applications, and AI system design. Its understand, apply, and create levels are framework categories, not measured learning outcomes.
A no-code lesson sequence
1. Begin with systems students recognize
Ask students where they have encountered AI or AI-like features in daily life. Examples might include route suggestions, autocorrect, chatbots, and voice assistants. For each, ask: “What decision or recommendation does it make?” Choose examples that make sense in your students’ local context. UNESCO IITE’s unplugged ideas for teaching ICT and AI fundamentals recommends drawing on everyday applications and discussing the decisions they make.
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2. Trace information from input to output
Pick one example and map its parts on the board or on paper:
- Input: What information might the system receive?
- Data and learning: What examples might it have learned from?
- Output: What prediction, suggestion, or decision does it produce?
For a route suggestion, students might consider a starting point and destination as inputs, previous route or traffic information as possible data, and a recommended route as the output. Present such details as questions about a system, not as a claim about the exact data any particular service uses. UNESCO’s middle-school curriculum example describes algorithms through inputs, changes to inputs, and outputs, and AI through a dataset, learning, and prediction. See UNESCO’s curriculum guidance.
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3. Play AI Bingo without requiring devices
UNESCO describes AI Bingo as a paired activity in which students identify familiar AI applications and consider the dataset and prediction involved. Use a printed grid, cards, or a board list; students can also work through examples aloud. For each square, have pairs name an application and explain what information it might use and what it predicts. Keep the focus on reasoning rather than guessing hidden technical details.
4. Examine fairness and consequences
Give students a scenario: an algorithm helps decide which students receive scholarships, but its calculations may be biased. Ask who could be disadvantaged, what information might be missing or unfairly weighted, and what a person should review before decisions are made. UNESCO IITE specifically proposes discussion of bias in algorithmic scholarship decisions in its no-device guidance.
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Make room for students to explain who benefits as well as who may be left out. The aim is not to declare that every automated decision is biased, but to recognize that data and decision rules can affect groups differently and should be examined.
5. Propose a safeguard or improvement
Ask each pair or group to suggest one change: include another perspective, check the information used, have a person review borderline decisions, or change how the decision is made. Students can sketch a revised process on paper. UNESCO’s middle-school curriculum example moves from investigating perspectives, benefits, and risks toward developing a potential solution prototype; a paper sketch is a practical offline classroom adaptation.
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6. Check understanding with an exit prompt
Ask students to answer these questions in a few sentences or a simple diagram:
- What information does this system use?
- What does it predict or decide?
- Who could be affected by its decision?
- What would you change or check?
Assess whether a student can connect information to an output, identify people affected, and suggest a reasonable check or safeguard. This is a suggested classroom prompt based on the learning goals, not a published or validated rubric.
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Choose activities that fit your class
The best no-code activity depends on students’ prior knowledge, available time, devices, and local context. Use these questions to adapt the sequence rather than treating it as a fixed syllabus.
- Device dependence: Can students do it fully unplugged, with optional devices, or only with devices? AI Bingo and discussion can be run on paper or as a board activity.
- Conceptual focus: Does the lesson emphasize data and prediction, everyday applications, fairness, or designing a solution?
- Readiness and time: Can students explain the example already, or will they need simpler language and more guided questions? UNESCO says expected mastery should reflect local readiness, instructional time, teacher skills, infrastructure, and students’ prior competencies.
- Assessment evidence: Will students have a chance to explain inputs and outputs, recognize uncertainty, identify affected groups, and propose safeguards?
- Local relevance and inclusion: Do the examples reflect students’ lives, and have they considered who might be excluded or affected differently?
Support teachers without making coding a prerequisite
UNESCO’s student framework is a global reference, not a prescribed Class 6 syllabus. Teachers and schools can adapt its depth and examples to their students and circumstances.
UNESCO’s AI competency framework for teachers presents 15 competencies across five dimensions: human-centred mindset, ethics of AI, AI foundations and applications, AI pedagogy, and AI for professional learning. Its acquire, deepen, and create levels can help schools plan teacher support. They do not mean a teacher must master every technical topic before leading a basic discussion about data, predictions, and fairness.
For additional planning, TeachAI’s resources cover practical implementation of AI literacy in primary and secondary education, while UNESCO’s curriculum and framework materials offer guidance for adapting learning goals. These are optional reference materials, not a requirement to buy a product or use a particular platform.
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