Classroom resources Responsible

The Hidden Costs of AI

Quick 5-minute starter on the environmental footprint of AI and the data centres that power it.

Lesson time
5 min
Fits
Lesson Starter (5 min)
Format
Discussion
Level
Beginner
Downloads
16
Views
131
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16 downloads 131 views

Before you teach

Get ready

  • Open the PDF (or the SlideForge deck) on the board before the class arrives.
  • Optional: have one short article or graphic ready about AI energy use or data centres.

Teacher notes

Students often assume that anything 'online' is weightless and has no impact on the physical world. This starter helps them see that AI runs in real buildings full of hardware that use electricity and water. Keep the tone balanced: the aim is not to make students feel guilty for every search or prompt, but to encourage critical thinking about when AI genuinely adds value. Use concrete comparisons (such as powering homes or boiling kettles) to make the numbers meaningful. Encourage questions about who is responsible for reducing AI's carbon footprint – from individuals through to companies and governments.

Learning objectives

  1. Understand that AI runs in physical data centres that use electricity and water
  2. Recognise that AI has a carbon footprint linked to energy use and hardware
  3. Consider how to balance the benefits of AI with its environmental costs

The lesson

11 steps · 5 min

  1. Starts at 0:00

    Have the title up and introduce the idea that AI has hidden environmental costs.

    • 15 sec
    • Slide 1

    Teacher tip

    Keep the tone curious rather than alarming.

  2. Starts at 0:15

    Ask the question, give pairs 60 seconds, then ask pupils to place themselves from 1 (not at all) to 5 (enormously).

    • 1 min
    • Pupils Pair discussion, then vote
    • Slides 2–3

    Teacher tip

    Listen for students who assume online activity is "free" for the planet. Redirect guilt to "when is it worth it?".

  3. Starts at 1:15

    Go through the four layers: everything under one chatbot answer.

    • 45 sec
    • Slide 4

    Teacher tip

    The water layer is the one students remember, because nobody expects computing to be thirsty.

  4. Starts at 2:00

    Go through the four cards.

    • 1 min
    • Pupils Share answers
    • Slide 5

    Teacher tip

    Say card B clearly: nobody should leave thinking they have been told off for using a chatbot.

  5. Starts at 3:00

    Ask the room which of the five uses is in the wrong place.

    • 45 sec
    • Pupils Argue one position
    • Slide 6

    Teacher tip

    The positions are arguable, and that is the exercise. Do not defend the exact spots.

  6. Starts at 3:45

    Leave the two definitions up for pupils to copy.

    • 20 sec
    • Pupils Copy the definitions
    • Slide 7
  7. Starts at 4:05

    Go through the three habits.

    • 30 sec
    • Slide 8

    Teacher tip

    Keep it balanced: the goal is thoughtful use, not fear of AI.

  8. Starts at 4:35

    Read the takeaway, then stop.

    • 15 sec
    • Slide 9

  9. Debate it (optional — now or next lesson): read the motion and take a first vote — for, against or not sure yet.

    • Optional
    • 1 min
    • Pupils Vote
    • Slides 10–11

    Teacher tip

    Challenge card: What if companies only change when their customers demand it?

  10. Split the class for and against. Each side builds its case from the three points, then hear two speakers a side and vote again.

    • Optional
    • 5 min
    • Pupils Prepare, speak, vote again
    • Slides 12–13

    Teacher tip

    Ask who changed their mind, and what changed it.

  11. Starts at 4:50

    Say, out loud, who pupils can go to if anything today affected them, and leave the support slides up as the room moves on.

    • 15 sec
    • Slides 14–15

    Teacher tip

    Name the actual person — tutor, head of year or safeguarding lead — rather than leaving it to the slide.

Big question

If you knew that using AI every day had a real carbon footprint, how would that change the way you choose to use it?

Adapting the lesson

Support

For pupils who need more help

Provide a simple diagram of a data centre and a short glossary of key terms. Check understanding in small groups and allow extra thinking time.

Stretch

For pupils ready to go further

Invite students to research one real example of a data centre or AI service and estimate its potential carbon footprint using public sources.

SEND

For additional needs

Use visual supports and step-by-step explanations. Offer alternative ways to respond (spoken, written, or using sentence starters) for students who find open discussion challenging.

In every lesson

Debate it

For the National AI Conversation

Turn it into a motion: reword the big question as "This house believes…". Split the class for and against, give sides five minutes to prepare, hear two speakers each, then take a free vote.

Set up the debate

National AI Conversation

Set up the debate

The same topic, pitched for each age group. Pick your pupils' pathway: the motion, a prompt to get them going, and three points each way to start their preparation.

Primary · Years 5 and 6

The motion

Should we use AI less to help look after the planet?

Sentence starter: I think we should / shouldn't use AI less because ___.

For

  • AI uses electricity and water every time we use it.
  • Small changes by lots of people can add up.
  • We can still do many things without AI, like thinking for ourselves.

Against

  • AI can help the planet too, like spotting leaks or saving energy.
  • The big companies use the most, so they should change first.
  • AI helps people learn and do useful things.
In class
Pupils move to a corner of the room or vote with a show of hands, then tell a talk partner why.
As a full debate
Shorter speeches, with more time for questions from the floor and the final vote.

Secondary · Years 7 to 11

The motion

Tech companies, not users, should be responsible for cutting AI's environmental impact.

Challenge card: What if companies only change when their customers demand it?

For

  • Companies design the models and run the data centres, so they control most of the impact.
  • Users cannot see how much energy or water a request uses, so they cannot make informed choices.
  • Companies have the money and expertise to switch to renewable energy and better cooling.

Against

  • Companies respond to demand, so users' choices shape what they build.
  • Governments set the rules on energy and water, so responsibility is shared.
  • Every user can choose when AI is really needed.
In class
Small groups with talking roles, Builder, Challenger and Summariser, then the challenge card tests their view. Shorter for Key Stage 3.
As a full debate
Three-minute opening cases, two-minute rebuttals, and questions from the floor.

Post-16 · Sixth form and college

The motion

This house believes the benefits of AI are worth its environmental cost.

The tension: progress vs sustainability. Research: how is AI being used to cut emissions in energy, transport or farming?

For

  • AI is helping to design better batteries, manage power grids and model the climate.
  • Efficiency improves quickly: newer models and chips do more with less energy.
  • The cost is real but small compared with sectors such as transport and heating.

Against

  • Data centre demand for energy and water is growing fast and competing with local communities.
  • Much AI use is trivial, so the cost is not being spent on climate solutions.
  • Without transparent reporting, claims that the benefits outweigh the costs cannot be checked.
In class
A formal debate, with points of information offered during the opening speeches.
As a full debate
Longer opening cases, and a show of hands or a digital vote at the end.

Take it further with the National AI Conversation: school debates and judged debates with other schools

Key words

Data Centre

A facility housing thousands of computer servers that store and process data. AI relies on massive data centres that use large amounts of electricity (for computing) and water (for cooling).

Carbon Footprint

The total greenhouse gas emissions caused by an activity. AI's carbon footprint comes from electricity generation, hardware manufacturing, and cooling systems in data centres.

Take it further

  • Next lesson Ask students to design a short “eco‑smart AI use” poster or slide for your classroom, with 3 practical tips for using AI responsibly.

All classroom resources