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Lesson 12 of 12 · AI in society

AI and the jobs of the future

Groups break familiar jobs into tasks and sort each task into AI can do, AI can help and people do best, then reflect on what they learned across the 12 lessons.

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Lesson 12 of 12 · AI in society · Teacher's plan

AI and the jobs of the future

Groups break familiar jobs into tasks and sort each task into AI can do, AI can help and people do best, then reflect on what they learned across the 12 lessons.

Students will be able to

  • split a job into the separate tasks it involves
  • sort tasks into ones AI can do, ones AI can help with and ones people do best
  • explain that AI usually changes the tasks inside a job more often than it removes a whole job
  • reflect on what they have learned about AI across the course

Prepare

  • One job card per group: farmer, nurse, shop owner, delivery driver, teacher, accountant, tour guide, or a job common in your area
  • Three headings on the board: "AI can do", "AI can help" and "People do best"
  • Sticky notes or small paper slips, about 10 per group
  • One worksheet per student

Words to know

Task:
One piece of work inside a job, such as checking stock or talking to a customer.
Automate:
To have a machine do a task with little or no help from a person.
Skill:
Something a person has learned to do well, such as caring for patients or explaining clearly.

Main activity · Unplugged: paper and pens

Take a job apart

Groups list the tasks in a familiar job, such as a nurse or a shop owner, on slips and sort them into AI can do, AI can help and people do best. Comparing jobs shows that most jobs mix all three, and that care, judgement and trust stay with people.

ManuAI pages for this lesson

The 45-minute plan · 45 minutes

Warm-up6 min

What does a nurse do all day?

  • Ask: "Will AI take all the jobs?" Take a quick vote: yes, no, not sure.
  • Pick one job together, such as a nurse. List what they do in a day: check patients, give medicine, write notes, comfort families.
  • Explain that a job is many tasks, and AI affects tasks one at a time.
Activity18 min

Sort the tasks

  • Give each group a job card. Groups write at least six tasks from that job on separate slips.
  • Groups sort the slips under the three headings. Encourage arguments and reasons.
  • Example for a shop owner: AI can do counting sales; AI can help with ordering stock; people do best with knowing regular customers and handling a complaint.
  • Each group sticks two slips on the board and explains one choice.
  • Ask: "Which tasks ended up under people do best?" Look for care, trust, judgement and working with your hands in new places.
Practice12 min

Worksheet: my future job

  • Students complete tasks 1 to 3 of the worksheet, choosing a job they might like.
  • Ask: "What skills will help you whatever happens?" Collect answers: learning new tools, checking facts, working with people, explaining ideas.
  • Mention that new jobs appear too, such as people who build, test and check AI systems.
Wrap-up9 min

Looking back at 12 lessons

  • Write the course topics on the board: what AI is, data, learning, prompts, checking, privacy, scams, feeds, jobs.
  • Students complete the reflection tasks on the worksheet alone.
  • Ask three or four students to share the most useful thing they learned.
  • Hand out the exit ticket.

Teacher tips

  • Some students' parents do the jobs on the cards. Keep the talk respectful: the point is how tasks change, and no job is "worth less" because AI can help with parts of it.
  • Misconception: "AI will do everything soon" or "AI will never affect me". Both are too simple. Bring it back to tasks: which ones, how much, and what people do with the time saved.
  • The reflection can be collected as a record of the course. Students who find writing hard can draw or speak their two main learnings to a partner.

Exit ticket answers

  1. Which task from a tour guide's job is the hardest for AI to do well? D. Calming a tourist who is lost and upset
  2. What usually happens to a job when AI arrives? B. Some tasks change or get faster, and people spend more time on the others
  3. What is the most important thing you learned about AI in this course, and why does it matter to you? A good answer: Any honest answer that names a real idea from the course, for example: AI makes guesses that can be wrong, so I check important facts; or never share OTP codes, because scammers can use AI to sound real.
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Worksheet · Lesson 12 of 12 · AI in society

AI and my future

NameClassDate

Think about a job you know well, then look back at what you have learned in this course.

  1. 1Choose a job. List four tasks in it and tick where each one belongs.

    TaskAI can doAI can helpPeople do best

  2. 2Pick one task you put under people do best. Explain why AI cannot do it well.

  3. 3Which skill is likely to stay useful as AI changes jobs?

    • Copying answers quickly
    • Avoiding new tools
    • Learning new things and checking whether information is true
    • Remembering every phone number

  4. 4Looking back at all 12 lessons, what are the two most useful things you learned about AI?

  5. 5Write one thing you will do differently when you use AI or apps from now on.

Free to print and share in classrooms and at home.ManuAI · free AI lessons for everyone · ai.manusignal.com

Cut along the dotted lines: two tickets per page.

Exit ticket · Lesson 12ManuAI

AI and the jobs of the future

NameClassDate

  1. 1Which task from a tour guide's job is the hardest for AI to do well?

    • ATranslating a sign
    • BMaking a list of opening times
    • CWriting a draft of the day's plan
    • DCalming a tourist who is lost and upset

  2. 2What usually happens to a job when AI arrives?

    • AThe whole job disappears overnight
    • BSome tasks change or get faster, and people spend more time on the others
    • CNothing changes at all
    • DOnly robots can do it from then on

  3. 3What is the most important thing you learned about AI in this course, and why does it matter to you?