| Activity | Square | Discipline |
|---|
| Students build a functioning low-code AI prototype using tools like Peltarion, Zapier, or Scratch + Teachable Machine. | Design | STEM |
| Design a simple concept for an AI system that addresses a specific campus or social need (e.g., sustainability dashboard). | Assemble | STEM |
| Students complete an AI learning journal that includes entries reflecting on tool use, decision-making strategies, and peer feedback. | Reflect | STEM |
| Analyze the differences in process and output when using two different prompt strategies for the same coding task in the same AI tool. | Judge | STEM |
| 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 keep a debugging log with AI assistant support and reflect on decision points. | Deconstruct | STEM |
| Use a decision tree to analyze how personal bias might influence acceptance of AI claims in different contexts. | Deconstruct | Humanities |
| Students experiment with prompt engineering to improve model output and document what worked best. | Integrate | STEM |
| Deconstruct how different AI models interpret a prompt like "peace" or "chaos" and analyze outcomes. | Differentiate | Arts |
| Given AI-generated data outputs, students identify incorrect or hallucinated data and mark discrepancies. | Select | STEM |
| Students journal how their critical thinking shifts when using AI for brainstorming vs. outlining. | Use | Humanities |
| Given different types of AI algorithms, students match them with appropriate real-world problems and justify their choices. | Provide | STEM |
| After using different AI tools, students reflect on when they felt most in control and least in control, and chart their confidence over time. | Predict | STEM |
| Students predict how their own values affect how they interpret AI-generated historical narratives, then compare predictions to actual reactions. | Predict | Humanities |
| Students analyze steps taken by an AI assistant to solve a math or data science problem, then narrate those steps as a screencast. | Clarify | STEM |
| 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 |
| Use ChatGPT to ask questions about how it selects sources or builds answers, then write a paragraph explaining its logic. | Summarize | Humanities |
| Students complete a guided reflection form on past AI tools they’ve used, what worked well, what confused them, and what they want to improve. | Identify | STEM |
| In a scavenger hunt, students identify procedures for detecting AI-generated content in academic writing using tools like Turnitin or ZeroGPT. | Recall | Humanities |