| Activity | Square | Discipline |
|---|
| Develop a digital exhibit (e.g., timeline, archive, or podcast) using AI to help structure and format content. | Design | Humanities |
| Curate a mini-gallery of AI-generated artworks, with accurate fact-based labels explaining medium, process, and input used. | Generate | Arts |
| Construct a timeline or zine using AI to visualize factual developments in AI’s role in society. | Generate | Humanities |
| Compare and critique the output from two AI writing assistants given the same research topic, using a rubric. | Judge | Humanities |
| Students critique the accuracy of an AI-generated explanation of a scientific process by cross-referencing with textbooks and databases. | Check | STEM |
| Use an AI-generated summary of an artist’s work and identify factual inconsistencies about techniques, historical periods, or named artists. | Check | Arts |
| Compare AI-written historical summaries with verified sources to flag misleading or omitted facts. | Check | Humanities |
| Students experiment with prompt engineering to improve model output and document what worked best. | Integrate | STEM |
| Modify input parameters for a text-to-image generator and analyze how the visual output changes. | Integrate | Arts |
| Dissect AI-supported annotation tools and compare how they affect the interpretation of historical documents. | Integrate | Humanities |
| Given AI-generated data outputs, students identify incorrect or hallucinated data and mark discrepancies. | Select | STEM |
| Use multiple AI summarizers on the same article and critique which tool captures nuance best. | Select | Humanities |
| Use a transcription AI tool (like Otter.ai) to convert and organize interview audio, then compare it with a human-transcribed version. | Carry Out | Humanities |
| Use AI-generated filters in Adobe tools to re-edit an old design or image, documenting what was changed and why. | Respond | Arts |
| Students use AI to summarize articles and apply those summaries in discussion board debates. | Respond | Humanities |
| Given several AI outputs, students work in pairs to group them based on the type of learning used (e.g., classification vs. clustering). | Classify | STEM |
| Compare how three different AI tools interpret the same visual prompt, then chart the style differences and speculate why. | Classify | Arts |
| Watch a video created by an AI video generator, then write a short explanation of how the AI created visual transitions or effects. | Summarize | Arts |
| Use ChatGPT to ask questions about how it selects sources or builds answers, then write a paragraph explaining its logic. | Summarize | Humanities |
| In a timeline-building activity, students label key developments in AI history | List | Humanities |